THE ETHNOMATEMIC PROGRAM AND THE TEACHING OF GEOMETRY: DIALOGGING ON PEDAGOGICAL PRACTICE
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Abstract
The present work intends to discuss a perspective of the Ethnomathematics Program for teaching practice in Basic Education, considering the bibliographical production of the educator Paulus Gerdes and the potentialities that permeate his ideas for the pedagogical practice. In order to reflect on the concrete possibilities of proposals by the Ethnomathematics Program, we used statements made by teachers of Mathematics of Basic Education who participated of a mini-course given at the National Meeting of Mathematics Education (ENEM) in the city of São Paulo in 2016. The research showed that the teachers recognized the ideas of Gerdes as potential for the context of the classroom, showing the manipulative didactic materials suggested by the educator and worked on the mini-course. In this sense, it is believed that the Ethnomathematics Program can contribute to the teaching and learning process of geometry and other content in mathematics, highlighting the elements of creative posture, the new interdisciplinary alliance and the understanding of the student while holistic subject, specifics of an Ethnomathematics Education, decolonizing the Mathematics curriculum and broadening perspectives on diverse cultures.
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