Menu
Menu

Menu do Portal GEPEMA

ETHNOMATHEMATICS, CURRICULUM AND SCHOOL KNOWLEDGE: THE TERRITORY AS A SPACE FOR THE PRODUCTION OF MATHEMATICAL KNOWLEDGE

Artigo2026

Islândia de Oliveira Menezes; Milton Ferreira da Silva Júnior ORCID

Acesso aberto Acessar texto completo: ETHNOMATHEMATICS, CURRICULUM AND SCHOOL KNOWLEDGE: THE TERRITORY AS A SPACE FOR THE PRODUCTION OF MATHEMATICAL KNOWLEDGE (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Na última verificação automática (02/10/2026), não respondeu na fonte: PDF (HTTP 404). O endereço é mantido e volta a ser verificado no próximo ciclo; se o link não abrir, tente mais tarde ou use a página oficial.

Resumo

This article discusses the relationships between Ethnomathematics, curriculum, and territory, taking as a problem the processes by which certain knowledge is recognized as School Mathematics while others remain classified as culture, experience, or everyday knowledge. The objective is to analyze how Ethnomathematics can contribute to displacing criteria for selection and legitimation of mathematical knowledge in the curriculum. It is a qualitative, bibliographic, and theoretical-reflective study, built from D’Ambrosio, Rosa and Orey, Silva, Quijano, Mignolo, Walsh and Gomes, in dialogue with recent research on Ethnomathematics, curriculum, decoloniality, teacher education, and social justice. It is argued that the curricular potential of Ethnomathematics does not lie in the simple inclusion of cultural practices as examples of previously defined content, but in the investigation of how knowledge is produced, recognized, translated, and hierarchized. It is proposed to understand territory as an epistemological space and to present the Cartography of Mathematical Knowledge of the Territory as a theoretical-methodological construction capable of articulating curricular research, recognition of knowledge, and teacher education. It is also argued that antiracist education needs to reach the criteria of legitimation of knowledge, and not just its representation. It is concluded that a mathematically epistemologically plural curriculum can articulate school systematization and dialogue with territorial knowledge without romanticizing cultural practices or reducing Ethnomathematics to contextualization.

Dados da obra

Tipo
Artigo
Periódico
Artefactum, v. 25, n. 9, p. e4234
Editora
Rafrom Comércio e Representações Ltda
Ano
2026 (2026-09-17)
Palavras-chave
ethnomathematics; school mathematics curriculum; territory; mathematical knowledge production; decoloniality; epistemological pluralism; legitimation of knowledge; teacher professional development; anti-racist education; social justice; contextualization
Temas
Currículo, Educação Matemática Crítica, Etnomatemática, Formação de Professores de Matemática, Inclusão
DOI
10.23900/artefactum.v25i9.4234
ISSN
1984-3852
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MENEZES, Islândia de Oliveira; SILVA JÚNIOR, Milton Ferreira da. ETHNOMATHEMATICS, CURRICULUM AND SCHOOL KNOWLEDGE: THE TERRITORY AS A SPACE FOR THE PRODUCTION OF MATHEMATICAL KNOWLEDGE. Artefactum, v. 25, n. 9, p. e4234, 2026. DOI: https://doi.org/10.23900/artefactum.v25i9.4234.

APA

Menezes, I. d. O., & Silva Júnior, M. F. d. (2026). ETHNOMATHEMATICS, CURRICULUM AND SCHOOL KNOWLEDGE: THE TERRITORY AS A SPACE FOR THE PRODUCTION OF MATHEMATICAL KNOWLEDGE. Artefactum, 25(9), e4234. https://doi.org/10.23900/artefactum.v25i9.4234

BibTeX
@article{menezes2026,
  author = {Menezes, Islândia de Oliveira and Silva Júnior, Milton Ferreira da},
  title = {ETHNOMATHEMATICS, CURRICULUM AND SCHOOL KNOWLEDGE: THE TERRITORY AS A SPACE FOR THE PRODUCTION OF MATHEMATICAL KNOWLEDGE},
  year = {2026},
  journal = {Artefactum},
  volume = {25},
  number = {9},
  pages = {e4234},
  publisher = {Rafrom Comércio e Representações Ltda},
  doi = {10.23900/artefactum.v25i9.4234}
}
RIS
TY  - JOUR
AU  - Menezes, Islândia de Oliveira
AU  - Silva Júnior, Milton Ferreira da
TI  - ETHNOMATHEMATICS, CURRICULUM AND SCHOOL KNOWLEDGE: THE TERRITORY AS A SPACE FOR THE PRODUCTION OF MATHEMATICAL KNOWLEDGE
PY  - 2026
JO  - Artefactum
VL  - 25
IS  - 9
SP  - e4234
DO  - 10.23900/artefactum.v25i9.4234
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal