WEAVING THE HARMONY OF CULTURES INTO THE INFINITE TAPESTRY OF MATHEMATICS

Resumo

This study explores Ethnomathematics as an innovative and transformative approach to mathematics education, highlighting its potential to promote inclusive and culturally relevant education. Ethnomathematics challenges the traditional view of mathematics as a neutral and universal science, proposing it as a cultural construct that reflects the practices, values, and needs of different social groups throughout history. By integrating students' cultural realities into the school curriculum, this approach not only enriches mathematics education, making it more accessible and meaningful, but also serves as a catalyst for social inclusion and educational equity. Ethnomathematics promotes a dialogue between formal academic knowledge and diverse cultural practices, suggesting that mathematics teaching should be deeply contextualized and connected to students' everyday experiences. This transforms mathematics education into something more relevant and engaging, while valuing and acknowledging the cultural traditions that shape students' identities. This integration is seen as a form of social justice, as it challenges the hegemony of Western mathematical knowledge and values the contributions of other cultures. To understand how Ethnomathematics can be effectively incorporated into the school curriculum, the study resorts to a rigorous bibliographic analysis, based on works by renowned authors, such as Ubiratan D'Ambrósio, Milton Rosa, and Daniel Clark Orey. This detailed analysis allowed us to identify the main theoretical and practical contributions of Ethnomathematics, as well as to highlight pedagogical strategies that value the cultural traditions of students and adapt teaching materials for a more inclusive mathematics education. The study points to Ethnomathematics as a promising path for an education that respects and values cultural diversity, promoting the development of critical and socially engaged citizens. This approach contributes to building a more just and egalitarian society, where all forms of mathematical knowledge are recognized and celebrated.

Dados da obra

Tipo

Artigo

Periódico

Aracê., v. 6, n. 1, p. 219-230

Ano

2024 (2024-09-27)

Idioma

en

Palavras-chave

ethnomathematics; mathematics education; culturally relevant pedagogy; inclusive education; educational equity; social inclusion; cultural diversity; social justice in education; contextualized mathematics teaching; Ubiratan D'Ambrosio

Temas

Currículo, Educação Matemática Crítica, Etnomatemática, Inclusão

DOI

10.56238/arev6n1-013

ISSN

2358-2472, 2447-8598

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026