Multiculturalismo e ideias matemáticas em práticas socioculturais: possibilidades para o processo de ensino da Matemática no Estado do Amazonas

Abstract

The thesis Multiculturalism and mathematical ideas in sociocultural practices: possibilities for the process of teaching Mathematics in the State of Amazonas, deals with the theme of teaching and cultural identity in teacher training centers, listens to teacher trainers, academics in training, teachers in activities in education basic. The starting point is the Evaluation system of the Ministry of Education, Instituto INEP - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. There are differences in the results between the education worked in urban centers and the education worked in rural areas. The main objective of the research is to understand what possibilities for the process of teaching Mathematics, in the State of Amazonas, are possible from the recognition of multiculturalism and mathematical ideas in sociocultural practices. The researcher, based on his worldview and his own experiences acquired in the schools he worked and visited, uses concepts from epistemology, sociology, philosophy to uncover these possibilities. It also addresses topics such as: Amazonian Roots, Teacher Training and Valuing Amazonian Diversity; The Reality of the Mathematics Class at School in the interior of the State of Amazonas. The research pays attention to the conduct of education in the country, analyzes the new positions on the theoretical issue, teacher training and classroom results. It considers regional and cultural issues, teaching processes that consider formal teaching and the identity of specific locations. The research is of a qualitative type, seeking to understand and reflect on how sociocultural issues have been put into practice in schools and in training courses for teaching Mathematics, thus contributing to the improvement of the teaching-learning process. It uses contributions from teachers in schools located in the interior of the State of Amazonas, in different regions and in training units. Content analysis is used to support the analytical process. Data collection makes use of document analysis, participant observation, forms, interviews, and questionnaires. Understanding the dynamism of the classroom, the intentions of educational institutions regarding incentives and support for the development of mathematical ideas in cultural practices as a pedagogical proposal, completes this research. The results are encouraging and progressive, especially on the part of the training teachers who indicate a predisposition to delve into the local culture and incorporate it into the teaching/learning process.