ANALYSIS OF ETHNOMATHEMATICS FOR ELEMENTARY EDUCATION IN THE CURRICULAR REFERENCE DOCUMENT FOR THE STATE OF MATO GROSSO (DRC-MT)

Abstract

The objective of this research is to analyze how Ethnomathematics is being understood by teachers in the Curricular Reference Document for the State of Mato Grosso (DRC-MT). The document analyzed is the DRC-MT published in 2018 and in force to this day. The Curricular Reference Document for the state of Mato Grosso (DRC-MT), approved in 2018, aligns with the National Common Curricular Base (BNCC, 2017). We sought support in the theoretical reflections of the author, Ubiratan D’Ambrósio, who made important contributions regarding the appreciation of knowledge in different cultural contexts in the teaching of Mathematics. The analysis of the document seeks to understand the role of ethnomathematics in DRC, considering the importance of the history of mathematical knowledge, its multiple relationships with other areas of knowledge and its interrelationship with everyday activities. This is a qualitative documentary research whose methodology for data analysis will be Discursive Textual Analysis (DTA). We reflect on school possibilities and challenges to promote pedagogical actions that consider interpersonal relationships in the process of (re)construction of knowledge. We realized that for critical investigative pedagogical work, in an articulated way, we seek to establish links between everyday practices and school mathematics. The results aim to understand the theoretical assumptions of ethnomathematics and the DRC/MT proposition for the topic.