Reflections on the importance of mathematics learning for quilombola students

• Autor(a) principal: Diniz, Amanda Maria
• Data de Publicação: 2020
• Outros Autores: Monteiro, Carlos Eduardo Ferreira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Investigação e Divulgação em Educação Matemática
• Texto Completo: https://periodicos.ufjf.br/index.php/ridema/article/view/32265
• topic: Educação Escolar Quilombola. Educação Matemática. Educação Matemática Crítica. Foregrounds.; : Quilombola School Education. Mathematics Education. Critical Mathematics Education. Foregrounds.

Brazil is multicultural country as result of a complex process of miscegenation which associated native with migrant peoples from various continents, including ethnic groups from Africa, whose descendants represent vast majority of Brazilian population. In recognition of the significant contingent and historical circumstances of exploitation and degradation that African descendants have experienced over centuries, Brazil has recognized and implemented Quilombola Education. This article discusses aspects of a research study conducted with students of the 9th grade of a quilombola elementary school in the state of Pernambuco. The study aimed to analyse how quilombola students is motivated to learn mathematics; reflect on how quilombola students conceive the importance of learning mathematics at school, and identify, from the perspective of critical mathematical education, how mathematics is present in their life plans. The theoretical framework used chose the concept of foreground related to the social, political, economic and cultural opportunities of each individual and their future perspectives in relation to mathematics learning. Foregrounds have external and subjective dimensions, the first being related to the context in which the individual is situated, and the second is related to the way in which one perceives this reality in which one is inserted, in a liberating or limiting way. From this perspective, the foreground can expand and shape itself. The study had a qualitative nature and the research data were generated by interviews and observations. The analysis of the results indicated that the participants attach importance to the quilombola identity for the affirmation of their origins, establishing relationships between mathematics and everyday life situations. In this sense, the school plays an important role in the formation of the foregrounds, favouring the positive formation. Mathematics contents and knowledge play an important role in this process.