Teach, learn and assess in Mathematics Education in perspective the Ethnomathematics Program

• Autor(a) principal: Polegatti, Geraldo Aparecido
• Data de Publicação: 2020
• Outros Autores: Camargo, Ligia Bittencourt Ferraz de, Savioli, Angela Marta Pereira das Dores
• 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/2699
• topic: Ensino; Aprendizagem; Avaliação Escolar; Educação Matemática; Programa Etnomatemática; Teaching; Learning; School Assessment; Mathematics Education; Ethnomathematics Program

In this article, we aim to present the discussions and reflections on the dynamic meeting of the teaching, learning and school evaluation processes in a procedural triad. To this end, we understand that in the teaching process the students' context is relevant with a view to dialogue and the diversified use of methodologies. In the learning process we can promote the overcoming of re-knowing by instigating the students' inventiveness for problematization. In the evaluation process, however, it is necessary to go beyond a source of information, by discussing interpretations and provoking reflections in teachers and students. We emphasize the transformation of the Mathematics curriculum into a Trivium curriculum that dynamically encompasses the components of literacy (numeracy), matter and technology. The scenario of discussion adopted is Mathematics Education in perspective in the Ethnomathematics Program, whose methodological orientations favor creativity, inclusion, cooperation, respect, affectivity and diversity, promoting, for example, the cultural valorization of students, by bringing for the educational debate, their different ways of mathematizing. The research acts as a process permeated and fostered by the components of the procedural triad.