Ecos e ressonâncias de movimentos cartográficos em cotidianos profissionais: a etnomatemática inspirando práticas educativas para o ensino da matemática

Abstract

This thesis was developed by the assumption that mathematics knowledge needs to emerge in the teaching-learning process, not only in its formal dimension, but inside competence and behavior terms required. Therefore, etnomathematics and learning concepts were taken, by cultural bias, as inspiring knowledge to map the subject's operations that use this acquaintance day by day. Ubiratan D' Ambrosio coined the term "etnomathematics" describing this kind of math empirically and experimentally developed. Thus, Paulo Freire (2007) and Ubiratam D'Ambrosio (2020) are the main voices following this research. Being aware that the process of building knowledge can happen beyond the walls of school, three subjects who utilize these math concepts in their profession were observed, without taking, in fact, classes for this inside school context. In this way, the cartography perspective as methodological design were chosen, to accompany and map the chores and tales from two lumber industry professionals and a sewer, looking for understanding how they developed their math learning inside their profession. Considering that this design has potential to capt the dynamicity of the process in study, flexibly and, still, connected in scientific foundation. Our intention was to fetch for inspiration for school mathematics experience, based on cultural math built up by the observed professionals, in other words, we seek to perceive how etnomathematics knowledge can inspire, giving clues and possibilities to math teaching at schools. Out of the stories and doings followed, we realized the importance of the contextualization of the concepts, in a way students can understand the ideas related to math, bringing them to reality. It is visualized the importance of the maintenance of clean communication between teacher and student, emphasizing a collaborative dialogue which ideas are built by a mutual trade of learnings. Alphabetization ideas and scientific enculturation were approached, proposes which start from the cultural experience's valorization from each subject, providing understanding about dynamicity of the world and the ones around, so that, this way, they can interfere and collaborate with social dynamics. We emphasize, yet, about the importance of the student's autonomy and protagonism in the process of learning, inside an emancipatory perspective, in order to make it possible the students feel part of the school movements and are, in fact, involved in the process of learning. These ideas culminate in a proposal based on etnomathematics, or an etnopedagogical math, inspired by non-formal teaching environments, related to daily practices and problem solving inherent to human being. These ideas offer the unveiling of new methods and models created by the cultural man, with the idea of promoting these knowledges and legitimize them as a cultural and social built knowledge, looking for sociocultural elements in force in the context to be explored, with the intention of assigning teachinglearning significance. We believe recognizing the previous learning and the background of our students is not enough. It is not enough identifying etnomathematics inside the community day by day. It is necessary to use with inspiration, as an element present in classroom as the methodology to be used, like a bond between what theyv know and what they are going to build. [resumo fornecido pelo autor]