Formação continuada na perspectiva da etnomatemática para os professores da educação do campo: um olhar inovador no desenvolvimento das práticas pedagógicas

Abstract

How can the perspective of Ethnomathematics contribute to the development of pedagogical practices of Mathematics teachers in the Education of the Countryside in the municipality of Humaitá, Amazonas through teacher training? This is the question that guides the present research, which aims to understand the pedagogical practices of mathematics teachers in the Education of the Countryside based on Ethnomathematics. This objective is divided into specific objectives, which seek to address Ethnomathematics as continuous education for mathematics teachers in the Education of the Countryside; to investigate the understanding of Education of the Countryside teachers about local mathematical knowledge of students; and, finally, to analyze the policies of organization instituted in the National Education Guidelines and Bases Law (LDB, 9.394/1996), the National Education Plan (PNE, 130005/2014), and the educational context on Education of the Countryside and continuing education. Therefore, the literature review includes the conceptualization of what Ethnomathematics is, addressing its history and concept. Furthermore, it highlights the importance of continuous education for pedagogical practice, as well as briefly historicizes education of the countryside and discusses teacher pedagogical practices and Ethnomathematics, directing the main reflection towards Education of the Countryside articulated in the light of the latter. Methodologically, it is research anchored and characterized as hermeneutic and dialogical, with a qualitative approach. Based on the analyzed documents and interviews conducted with five mathematics teachers from Countryside Schools in the southern region of Amazonas, the results were presented in categories and subcategories referring to: (i) Ethnomathematics program and understanding about Ethnomathematics, (ii) Ethnomathematics program and local knowledge, (iii) Ethnomathematics program and Education of the Countryside teaching, (iv) Continuous education and the Ethnomathematics program, (v) Continuous education and the LDB 9394/96 and the PNE 13005/2014, (vi) Continuous education and the pedagogical practices of riverside teachers, (vii) Education of the Countryside/riverside schools and understanding of Education of the Countryside, and (viii) Education of the Countryside and educational public policies. As final considerations, it was inferred that the research contributed to arousing new knowledge and a reflection among Countryside teachers on the importance of working with the specificities of Countryside students, emphasizing that Ethnomathematics is a plausible solution to improve the teaching of Countryside students.