ETHNOMATHEMATICS IN THE CONTEXT OF MATHEMATICS TEACHER TRAINING: AN ANALYSIS OF BRAZILIAN THESES AND DISSERTATIONS

Abstract

This study has a contributory bias towards valuing existing cultural practices in order to promote the recognition of the diversity of cultural knowledge of traditional communities through ethnomathematics. The aim of this study is to present approaches to ethnomathematics in the training of teachers who teach mathematics, based on an analysis of theses and dissertations produced by Brazilian researchers. The methodology adopted consists of analyzing research that relates ethnomathematics to the training of mathematics teachers, according to a bibliographic review of research indexed in the Capes Theses and Dissertations Catalog and Google Scholar. The MAXQDA24 software was used to analyze these academic texts. The results show that the final data collection sample resulted in 60 studies that were relevant to this research. The sample of research analyzed emphasizes that mathematical knowledge can be integrated with the socio-cultural specificities of different cultural groups, including regionalization. Ethnomathematics approaches are used to involve pedagogical experiences in a reflective way and to recognize the mathematics produced by different communities. In order to deepen the research, a dimensional analysis of the mapping of regionalized socio-cultural knowledge and practices based on ethnomathematics becomes necessary. Thus, from the point of view of the socio-cultural and ethnic-racial context, the research analyzed has a collaborative bias towards the regionalization of mathematics teacher training, based on valuing the knowledge of traditional communities and societies.