Entre cartografias, territórios e afetos, a possibilidade de uma escola outra: a dimensão ancestral como potência na aplicação da Lei 10639/2003, por uma educação (matemática) antirracista

Resumo

The research in question delves into the investigation of how the Ethnomathematics Program, conceived on another dimension, the ancestral dimension, and permeated by the fundamental principles of ancestry, conceived under the concepts of body, sacredness, and territory, enables a deterritorialization of the school territory, reterritorializing it as another school environment. The analysis focuses especially on the intersection between the Philosophy of Ancestry, the concepts developed by Eduardo Oliveira and Leda Maria Martins, delving deeply into how this approach enables the construction of a new perspective of mathematics and the school environment, both intrinsically linked to the multiplicity of cultural corporeal diversity – Ancestry - and the ethnic-racial consciousness of the sacred and time – spiral time. The research process unfolded in various stages. This included participation in a Teacher Training Course and also conducting technical visits to the municipalities of Ouro Preto (MG), Mariana (MG), and São Paulo (SP), as well as visits to the Dr. Fernando Alexandre State School, along with involvement in seminars and roundtable discussions developed at the school unit. The methodology adopted, based on cartography, enabled the delineation and mapping of movements resulting from the interaction between ancestry and the Ethnomathematics Program. The aim was to understand the potential of an education based on ethnic-racial relations, seeking through this process to create tangible instruments capable of promoting the possibility of deterritorialization of educational environments, fostering an anti-racist and emancipatory education. By transcending the boundaries of conventional school territories, local knowledge emerged as a rich and diversified tapestry of wisdom, often underestimated and excluded. This alternative educational perspective celebrates multiplicity, nurtures curiosity, and fosters resilience, enabling individuals to confront the challenges of the world of knowledge, wisdom, and ancestry.

Dados da obra

Tipo

Tese (doutorado)

Instituição

UFSCAR

Programa

Programa de Pós-Graduação em Educação - PPGE

Ano

2024

Defesa

30/10/2024

Idioma

pt

Palavras-chave

CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO; Ethnomathematics program; Cartography; Philosophy of ancestrality; Spiral time; Ancestral dimension; Programa etnomatemática; Cartografia; Filosofia da ancestralidade; Tempo espiralar; Dimensão ancestral

Temas

Etnomatemática, Formação de Professores de Matemática

Handle

https://repositorio.ufscar.br/handle/20.500.14289/21316

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026