Integration and diversity: links between Ethnomathematics and the ethnic-racial issues

Detalhes bibliográficos
Autor(a) principal: Diogenes, Adriana Lúcia Brandão
Data de Publicação: 2023
Outros Autores: Almeida, Shirley Patrícia Nogueira de Castro e
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4485
Resumo: We aim here to analyze what theories say about Ethnomathematics, its practices, as well as the Brazilian legislation on ethnic-racial issues and Quilombola Education. The construction of our theoretical contribution was supported by authors who discuss Mathematics Education, such as D'Ambrosio (2009, 2019); issues of race relations, such as Gomes (1997, 2005) and Munanga (2001); in addition to Brazilian legislation (1988, 1996, 1999, 2003, 2004, 2007, 2012, 2015, 2018). The results showed that it is complex to approach ethnic-racial relations and the different ways of building knowledge, because, even in educational institutions located in Quilombola Communities and with legal determinations that support them, the themes related to Afro-Brazilian mathematical knowledge and practices are still under-treated. In this sense, we seek to emphasize how the Ethnomathematics Program can favor such a discussion, from the place it reserves for the mathematical knowledge and practices of the traditional populations of these educational institutions.
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spelling Integration and diversity: links between Ethnomathematics and the ethnic-racial issuesIntegración y diversidad: articulaciones entre Etnomatemáticas y cuestiones étnico-racialesIntegração e diversidade: articulações entre a Etnomatemática e as questões étnico-raciaisEtnomatemáticaEducação QuilombolaSaberes e Fazeres Afro-BrasileirosEthnomathematicsQuilombola EducationAfro-Brazilian Knowledge and PracticesEtnomatemáticasEducación QuilombolaSaberes y Acciones AfrobrasileñasWe aim here to analyze what theories say about Ethnomathematics, its practices, as well as the Brazilian legislation on ethnic-racial issues and Quilombola Education. The construction of our theoretical contribution was supported by authors who discuss Mathematics Education, such as D'Ambrosio (2009, 2019); issues of race relations, such as Gomes (1997, 2005) and Munanga (2001); in addition to Brazilian legislation (1988, 1996, 1999, 2003, 2004, 2007, 2012, 2015, 2018). The results showed that it is complex to approach ethnic-racial relations and the different ways of building knowledge, because, even in educational institutions located in Quilombola Communities and with legal determinations that support them, the themes related to Afro-Brazilian mathematical knowledge and practices are still under-treated. In this sense, we seek to emphasize how the Ethnomathematics Program can favor such a discussion, from the place it reserves for the mathematical knowledge and practices of the traditional populations of these educational institutions.Nuestro objetivo aquí es analizar lo que dicen las teorías sobre la Etnomatemática, sus prácticas, así como la legislación brasileña sobre cuestiones étnico-raciales y Educación Quilombola. La construcción de nuestro aporte teórico fue apoyada por autores que discuten la Educación Matemática, como D'Ambrosio (2009, 2019); temas de relaciones raciales, como Gomes (1997, 2005) y Munanga (2001); además de la legislación brasileña (1988, 1996, 1999, 2003, 2004, 2007, 2012, 2015, 2018). Los resultados mostraron que es complejo abordar las relaciones étnico-raciales y las diferentes formas de construcción del conocimiento, ya que, incluso en instituciones educativas ubicadas en comunidades quilombolas y con determinaciones legales que las respaldan, los temas relacionados con el conocimiento y las prácticas matemáticas afrobrasileñas todavía están subtratados. En ese sentido, buscamos enfatizar cómo el Programa de Etnomatemáticas puede favorecer tal discusión, desde el lugar que reserva a los saberes y prácticas matemáticas de las poblaciones tradicionales de estas instituciones educativas.Objetivamos, aqui, analisar o que dizem as teorias acerca da Etnomatemática, suas práticas, bem como a legislação brasileira sobre as questões étnico-raciais e a Educação Quilombola. A construção do nosso aporte teórico foi subsidiada por autores que discutem a Educação Matemática, como D’Ambrosio (2009, 2019); as questões das relações raciais, como Gomes (1997, 2005) e Munanga (2001); além da legislação brasileira (1988, 1996, 1999, 2003, 2004, 2007, 2012, 2015, 2018). Os resultados apontaram que é complexo abordar as relações étnico-raciais e as diferentes maneiras de construir conhecimento, pois, mesmo em instituições de ensino situadas em Comunidades Quilombolas e havendo determinações legais que as amparem, as temáticas relacionadas aos saberes e fazeres matemáticos afro-brasileiros ainda são pouco tratadas. Nesse sentido, buscamos ressaltar como o Programa Etnomatemática pode favorecer tal discussão, a partir do lugar que reserva aos saberes e fazeres matemáticos das populações tradicionais dessas instituições educacionais.Editora Cruzeiro do Sul2023-05-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/448510.26843/rencima.v14n2a12Revista de Ensino de Ciências e Matemática; v. 14 n. 2 (2023): abr./jun.; 1-232179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/4485/2057https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessDiogenes, Adriana Lúcia BrandãoAlmeida, Shirley Patrícia Nogueira de Castro e2023-05-11T20:09:04Zoai:ojs.pkp.sfu.ca:article/4485Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-11T20:09:04Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Integration and diversity: links between Ethnomathematics and the ethnic-racial issues
Integración y diversidad: articulaciones entre Etnomatemáticas y cuestiones étnico-raciales
Integração e diversidade: articulações entre a Etnomatemática e as questões étnico-raciais
title Integration and diversity: links between Ethnomathematics and the ethnic-racial issues
spellingShingle Integration and diversity: links between Ethnomathematics and the ethnic-racial issues
Diogenes, Adriana Lúcia Brandão
Etnomatemática
Educação Quilombola
Saberes e Fazeres Afro-Brasileiros
Ethnomathematics
Quilombola Education
Afro-Brazilian Knowledge and Practices
Etnomatemáticas
Educación Quilombola
Saberes y Acciones Afrobrasileñas
title_short Integration and diversity: links between Ethnomathematics and the ethnic-racial issues
title_full Integration and diversity: links between Ethnomathematics and the ethnic-racial issues
title_fullStr Integration and diversity: links between Ethnomathematics and the ethnic-racial issues
title_full_unstemmed Integration and diversity: links between Ethnomathematics and the ethnic-racial issues
title_sort Integration and diversity: links between Ethnomathematics and the ethnic-racial issues
author Diogenes, Adriana Lúcia Brandão
author_facet Diogenes, Adriana Lúcia Brandão
Almeida, Shirley Patrícia Nogueira de Castro e
author_role author
author2 Almeida, Shirley Patrícia Nogueira de Castro e
author2_role author
dc.contributor.author.fl_str_mv Diogenes, Adriana Lúcia Brandão
Almeida, Shirley Patrícia Nogueira de Castro e
dc.subject.por.fl_str_mv Etnomatemática
Educação Quilombola
Saberes e Fazeres Afro-Brasileiros
Ethnomathematics
Quilombola Education
Afro-Brazilian Knowledge and Practices
Etnomatemáticas
Educación Quilombola
Saberes y Acciones Afrobrasileñas
topic Etnomatemática
Educação Quilombola
Saberes e Fazeres Afro-Brasileiros
Ethnomathematics
Quilombola Education
Afro-Brazilian Knowledge and Practices
Etnomatemáticas
Educación Quilombola
Saberes y Acciones Afrobrasileñas
description We aim here to analyze what theories say about Ethnomathematics, its practices, as well as the Brazilian legislation on ethnic-racial issues and Quilombola Education. The construction of our theoretical contribution was supported by authors who discuss Mathematics Education, such as D'Ambrosio (2009, 2019); issues of race relations, such as Gomes (1997, 2005) and Munanga (2001); in addition to Brazilian legislation (1988, 1996, 1999, 2003, 2004, 2007, 2012, 2015, 2018). The results showed that it is complex to approach ethnic-racial relations and the different ways of building knowledge, because, even in educational institutions located in Quilombola Communities and with legal determinations that support them, the themes related to Afro-Brazilian mathematical knowledge and practices are still under-treated. In this sense, we seek to emphasize how the Ethnomathematics Program can favor such a discussion, from the place it reserves for the mathematical knowledge and practices of the traditional populations of these educational institutions.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4485
10.26843/rencima.v14n2a12
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4485
identifier_str_mv 10.26843/rencima.v14n2a12
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4485/2057
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 14 n. 2 (2023): abr./jun.; 1-23
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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