O jogo mancala Ayò na escola pluricultural Odé Kayodê: diálogos entre a etnomatemática e a decolonialidade

• Autor(a) principal: Campelo, Adriana Ferreira Rebouças
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/00130000023kf
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12927
• topic: Jogo Mancala; Etnomatemática; Interculturalidade; Decolonialidade; Escola pluricultural Odé Kayodê; Mancala game; Ethnomathematics; Interculturality; Decoloniality; CIENCIAS EXATAS E DA TERRA::MATEMATICA

This entire thesis expressed the intention to understand and identify the Ethnomathematics knowledge present in the African game Mancala/Ayó in Escola Pluricultural Odé Kayodê that could be mixed with the intercultural and decolonial perspective and to analyze through the use of the referred game which mathematical learnings are presented by children from Escola Pluricultural Odé Kayodê. Based on it, we decided to apply the Mancala Ayò/Ori game as an educational method that values Ethnomathematic knowledge of African and Afro-Brazilian matrix reflected in the school context of the Escola Pluricultural Odé Kayodê Pluricultural of the Espaço Cultural Vila Esperança, expanding our view and creating no hegemonic forms. The choice to investigate the African Mancala/Ayò game came up with the following question: how are the Ethnomathematics knowledge present in the African Mancala/Ayó game constructed and understood? By means of the use of the game, which mathematical learnings can we notice in the children of Escola Pluricultural Odé Kayodê? How do they deal with a decolonial perspective? The groups of conversation with children were crucial to our understanding, where conversation stood out as a methodological path. In this specific point the children groups of conversation worked as a potentiator of intercultural dialogued based on Ethnomathematics and on the operationalization planning of the methodological matrix, based on decolonial praxis, driven by contemplation, conversation and reflection. The proposal of Ethnomathematics intends to understand the mathematical knowledge and practice of marginalized cultures, recognizing that all cultural groups perform and do mathematics, and that within universities there is one among many other mathematics. It is well known that recognizing the presence of mathematics in an African game is contributing to the construction of our identity, valuing those who were marginalized from the knowledge construction process. Articulating in a continuous remaking, echoing the decolonial and intercultural making, as processes that intelace, reverberating forces, initiatives and ethical perspective that instigate us to question, transform, rearticulate and build.