O ensino de matemática na escola quilombola de Nilópolis/GO: enfoques e reflexões sob a perspectiva da etnomatemática

Resumo

This work is a participatory social research that took place in two aspects: the autonomy of the remaining quilombos of Cachoeira Dourada/GO, when they conquered the self-affirmation with the Palmares Foundation, to certify themselves as Quilombola Córrego do Inhambu Community (CQCI) ; and the interest of the subjects of the Vicente School, in rethinking their pedagogical practices and the school curriculum, in the sense of offering a teaching that correlates the plural diversities present in the school context, with the Pedagogical Political Project (PPP) of the school in line with the laws affirmations in force. In this bias, the general objective sought to: understand in the light of Ethnomathematics and decoloniality, how the school, teachers and the quilombola community organize teaching at the Vicente School, after self-definition as Quilombola School, and how the teaching of Mathematics it is contemplated in the PPP and in the conceptions of both the school subjects and the CQCI. The data collection instruments were: document analysis, in loco observation, field diary and semi-structured interview. Thus, it was possible to triangulate the collected data and describe the observed phenomena in sections, resisting the neutrality character. The theoretical framework, from the perspective of the authors D'Ambrósio, Walh, Grosfoguel and Maldonado-Torres, corroborated the understanding of the phenomena: Ethnomathematics, transdisciplinarity, coloniality and decoloniality, contributing to a critical-reflexive analysis of the epistemological and sociocultural knowledge of the school context , highlighting their different ways of producing knowledge, and that this production manifests itself in a contextual, critical, reflective and constantly moving way. We realize that ethnomathematical ideas and decolonial thinking appear timid both in dialogue and in school activities, this certainly stems from the lack of continuing education with the subjects of the Vicente School, after the school's certification as a quilombola. It is important to emphasize that the school teachers are waiting for the creation of a discipline in the diversified curriculum of the Municipal Education Department of Cachoeira Dourada/GO, to strengthen democratic actions in the school's PPP. The members of the CQCI, on the other hand, seek to integrate their actions into the physical and pedagogical body of the school, in order to strengthen their political, social, cultural and religious achievements and to make the quilombola project grow in the southern region of Goiás. We understand in this space-time that the methodological and instrumental strategies of the teachers' praxis, focusing on a reference curriculum, cannot meet the demands of offering a Quilombola School education, in the molds of Resolution CNE/CEB 8/2012, but there are interest of the teaching staff in offering schooling based on dialogue, respect and the differences of the other.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFG

Programa

Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)

Ano

2022

Defesa

30/08/2022

Idioma

pt

Palavras-chave

CIENCIAS EXATAS E DA TERRA::MATEMATICA::MATEMATICA APLICADA; Ethnamathematics; Decoloniality; Law 10.639/03; Resolution CNE/CEB-8/2012; Quilombola schooling; Quilombola community; Etnomatemática; Decolonialidade; Lei 10.639/03; Resolução CNE/CEB-8/2012; Escolarização quilombola; Comunidade quilombola

Temas

Currículo, Etnomatemática

Handle

http://repositorio.bc.ufg.br/tede/handle/tede/12416

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026