Banca de DEFESA: Helio Rodrigues dos Santos

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Helio Rodrigues dos Santos
DATE: 17/08/2022
TIME: 10:00
LOCAL: Faculdade de Educação - FE/UnB
TITLE:

SOCIOETNOCULTURAL PRACTICES AND THE TEACHING OF MATHEMATICS FROM THE PERSPECTIVE OF ETHNOMATHEMATICS IN A QUILOMBOLA SCHOOL: POSSIBILITIES AND CHALLENGES

KEY WORDS:

Education; Socioethnocultural practices; Quilombola School Education; Teaching Mathematics; Ethnomathematics.

PAGES: 198
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Rural
SUMMARY:

Quilombola School Education is a modality of Basic Education that is under construction. The principles of this modality demand the pedagogical work developed by the teacher respecting the traditional knowledge and practices of this social group, the identity, culture, traditions and socio-ethnocultural practices. Therefore, teaching Mathematics starting from the socio-ethnocultural reality, using community instruments and including students, who on many occasions, their social experiences were at the door of the school, is the proposal that underlies this dissertation. Therefore, the objective of this research is to identify how a quilombola school can appropriate socio-ethnocultural practices and use them from the perspective of Ethnomathematics in the teaching and learning process of Mathematics. This is an exploratory qualitative research, whose thesis organization was based on the multipaper, format in which Chapters II, III and IV are organized in the article structure (abstract, introduction, reference, methodology, considerations and references). The participants of this investigation were six teachers who teach Mathematics and 32 students from the initial and final years of Elementary School. The results showed that Quilombola School Education has recently figured on Brazilian government agendas; there is a discrepancy between what is guaranteed by law and what is practiced, in addition, we found that research in the field of Ethnomathematics and Quilombola School Education in Chapada dos Veadeiros is incipient, making further academic research in this educational field essential. It was also found that teachers are aware of teaching Mathematics based on the reality of students, however, they have methodological, conceptual and structural difficulties to teach Mathematics while maintaining the quilombola culture as well as adapting textbooks to the life process of quilombola students. We conclude that, after the activities, Ethnomathematics is shown as a living practice in quilombola communities and contributes to stimulating the teaching of Mathematics in the classroom from a socio-ethnocultural perspective, however, it is necessary to invest in more experiences like these to add to the field. of education in quilombola communities.

BANKING MEMBERS:
Presidente - 1077549 - GERALDO EUSTAQUIO MOREIRA
Interna - 2991334 - LYGIANNE BATISTA VIEIRA
Externa ao Programa - 2739901 - GIRLENE RIBEIRO DE JESUS
Externo à Instituição - CARLOS AUGUSTO AGUILAR JÚNIOR