Etnomatemática, pesquisa e ensino : saberes de agricultores da rizicultura e as contribuições para a aprendizagem matemática de estudantes do ensino fundamental

Abstract

This Master's research aims to understand how the knowledge and practices of rice farmers are interesting for the mathematical learning of elementary school students using Ethnomathematics as a research and teaching method. To this end, a teaching proposal was developed based on an ethnographic study with farmers who plant rice, carried out by 19 students from the 9th grade of elementary school in a municipal school located in the southern region of Santa Catarina. A pre-questionnaire was used to verify the students' perception of Mathematics, its importance, and their understanding of language games present in the work activities of workers belonging to the school community, and a post-questionnaire to analyze the changes that the recognition of language games and the rules for using these games influenced in the understanding of mathematical concepts. The research consisted of a qualitative study in which the data obtained were analyzed with inspiration from the Foucaultian genealogical approach. The theoretical contributions used are based on the following themes: knowledge and knowledge; language games; ethnicity and culture; and ethnomathematics. When dealing with the terms knowledge and knowledge, the Foucaultian studies of Veiga-Neto and Nogueira and Larrosa are mainly used. Regarding games, the studies of Second Wittgenstein and observations by Condé are mainly used. In relation to ethnicity and culture, authors such as Ferreira, D’Ambrosio, Silva and Silva, Laraia, Tylor, Herskovits, and Laplantine are used. For Ethnomathematics, the contributions of Ferreira, D’Ambrosio, Gerdes, Barton, Knijnik and Lara are used. From the analysis of the data it is evident that the use of a pedagogical proposal based on Ethnomathematics as a research and teaching method, provides the vision of other ways of knowing and doing mathematics typical of rice farming workers. Furthermore, by providing the student with the opportunity to contact the cultural group, conditions are created that allow them to play the main role in the learning process and be the protagonist of this process, promoting the development of a critical reflection in relation to the different ways of mathematizing, highlighting the contribution of Ethnomathematics as a research and teaching method. This experience created a counter-conduct movement in relation to the traditional curriculum, enabling students to learn mathematical concepts in a contextualized and meaningful way. This recognition demonstrates the functionality of Mathematics as an essential tool for solving everyday problems, validating the importance of teaching it in a meaningful and contextualized way.