Ethnomathematics and EJA: contexts and practices evidenced in life experiences

Authors

DOI:

https://doi.org/10.14393/BEJOM-v1-n2-2020-52913

Keywords:

EJA. Ethnomathematics. Quantities. Measures. Rural area.

Abstract

It is common for students of Youth and Adult Education (EJA), especially those of more advanced age, to have some kind of professional experience or experience in rural areas, this being a possible conditioning factor for their abandonment and school delay. In this context, we can observe some of their own knowledge that these students have and that makes evident the ethnomathematics of know-how, so common in their own life experiences. Based on this perspective, this article presents the results of a survey carried out with students from a multiserial class in the first segment of (EJA), from a public school in the municipality of Ituiutaba / MG. Therefore, we list as a main objective a study of how ethnomathematics is evident in the experiences and experiences that these students have in rural areas, based on the analysis of the transcription of the speeches given by them. This is something that was possible through an unstructured interview and also through the discursive textual analysis methodology. To do so, we used as a motivating element to foster dialogues, discussions and reflections on the theme “quantities and measures”, the display of a didactic video entitled “Mathematics at the site” of the series “Mathematics everywhere”, from TV Escola. The results obtained point to the presence of informal knowledge about quantities and measures and their relationship with the Decimal Metric System.

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Author Biographies

Anderson de Souza Santos, Federal University of Uberlândia

He holds a degree in Mathematics from the Institute of Exact and Natural Sciences of Pontal (ICENP) at the Federal University of Uberlândia (UFU). Master's student at the Graduate Program in Science and Mathematics Teaching (PPGECM) at (UFU). He has experience as a PEB II Basic Education teacher, having worked as a Mathematics teacher in the final years of Elementary School. (Source: Lattes Curriculum).

Valesca Corrêa Pereira, Federal University of Uberlândia

Master's student of the Graduate Program in Science and Mathematics Teaching - PPGECM at the Federal University of Uberlândia - UFU. Graduated in Pedagogy (1999) from the State University of Minas Gerais. Specialist in Institutional Clinical Psychopedagogy (2001) from the University - Faculdades Integradas Simonsen - RJ. She is currently a literacy teacher in Youth and Adult Education at the municipal network in Ituiutaba-MG (1998). Technician in educational matters at the Federal University of Uberlândia - Campus do Pontal / Ituiutaba (2008/2017). She acted as virtual tutor of the Pedagogy course, at the Federal University of São Carlos (2009). Member of the NEAB / UFU Center for Afro-Brazilian Studies since 2012. She has experience in the area of Education, with an emphasis on Literacy for children and adults.(Source: ORCID).

Junio Fábio Ferreira, Federal University of Uberlândia

Master in Science and Mathematics Teaching at the Federal University of Uberlândia (UFU). He has a degree in Mathematics from the University Center of Patos de Minas (2008). Graduating in Pedagogy at the Higher Education Center of Maringá, (CESUMAR). He has a postgraduate degree in Pure Mathematics and Exact and Earth Sciences from Faculdades Integradas de Jacarepaguá (FIJ), a postgraduate degree in Higher Education Teaching from Faculdade do Noroeste de Minas (Finom), a postgraduate degree in School Supervision from Faculdade do Noroeste de Minas ( Finom), Post Graduation in School Guidance from Faculdade do Noroeste de Minas (Finom), Post Graduation in School Inspection from Faculdade do Noroeste de Minas (Finom). Has a Libras Interpreter Course. He has experience in the Supervised Internship and Employability Coordination (NESE), Postgraduate Distance Coordination and Distance Education Coordination (EAD) and teaching experience in Higher Education in the areas of Scientific Methodology, Fundamental Mathematics, Calculus I and II , Supervised Internship I and II, CBT I and II. He has experience in mathematics, with an emphasis on mathematics. He is currently an EAD and Graduate Consultant at the University Center of Patos de Minas-UNIPAM, Manager at Churrasco do Oswaldo and Owner of the application company JF- Tanamão Express and Tanamão FOOD. (Source: Lattes Curriculum).

Cristiane Coppe de Oliveira, Federal University of Uberlândia

Associate Professor III at the Institute of Exact and Natural Sciences of Pontal, Federal University of Uberlândia and the Graduate Program in Science and Mathematics Teaching at UFU. Director of the Brazilian Society of Mathematical Education - SBEM / Minas Gerais Regional. Director of the Directorate of Afroracial Studies and Research at the Federal University of Uberlândia - DIEPAFRO / UFUMember of the Group for Studies and Research in Ethnomathematics - GEPEm / FE-USP. Accredited teacher in the Graduate Program in Education at FE-USP. She coordinated the multidisciplinary sub-project Mathematics / Physics of Pontal of PIBID / UFU. She served as a member of the team of the International Degree Program-PLI, with the University of Coimbra. She acted as coordinator of the GT5- History of Mathematics and culture of the Brazilian Society of Mathematical Education (SBEM) in the 2014-2016 and 2016/2018 trienniums. She has a post-doctorate in Education from the University of Lisbon and a post-doctorate in the Program of the Department of Methodology of Teaching and Comparative Education of FE-USP. She was coordinator of the sub-project Mathematics-Pontal of PIBID / UFU (2016-2018). She has a degree in Mathematics from the Federal University of Juiz de Fora (1996), a master's degree in Mathematics Education from the Universidade Estadual Paulista Júlio de Mesquita Filho (2001) and a doctorate in Education from the University of São Paulo (2007). In the extension area, she developed several projects, having been coordinator of the Ethnic-Racial Relations Area of ​​the National Network for the Training of Teachers of Basic Education-MEC; she participated as a trainer for the A Cor da Cultura III Project (2013-2014) promoted by the Roberto Marinho Foundation, TV Futura, SEPPIR, MEC and Petrobrás. She served as vice-coordinator of the Initial Training course in African and Afro-Brazilian History and Culture promoted by NEAB / UFU in partnership with PROGRAD / UFU, teaching the module on Ethnomathematics. From a cultural perspective, in the field of research, it investigates the importance of inserting African, Afro-Brazilian and indigenous history and culture in the mathematics curriculum, through the implementation of Laws 10638/03 and 11645/08 and the possibilities of breaking with the scientific racism that is established in Eurocentric ideas. She also collaborated, as professor of the Specialization Course in Inclusion of diversity in the school space promoted by the Federal University of Uberlândia in 2018. (Source: Lattes Curriculum).

Leandro de Oliveira Souza, Federal University of Uberlândia

PhD and Master in Teaching Science and Mathematics from Universidade Cruzeiro do Sul, Degree in Pedagogy with qualification in administration and supervision and Degree in Mathematics. He was a CAPES fellow (Sandwich Doctorate) at the University of Auckland in New Zealand. He has over 10 years of experience teaching and acting as a teacher and coordinator of public and private schools of basic education. He was a professor at the Federal University of Amazonas and is currently a professor at the Federal University of Uberlândia (ICENP). He participates in the research group NUPEM and GEPEMAPe producing research in the area of ​​teaching Probability and Statistics, technology, statistical education and teacher training and the research group GDMEM on Modeling in Mathematics Education. He guides research in the Graduate Program in Science and Mathematics Teaching (UFU). He is a member of the National Executive Board of the Brazilian Society for Mathematical Education (SBEM). (Source: Lattes Curriculum).

References

D’AMBROSIO, U. Etnomatemática: arte ou técnica de explicar e conhecer. 4. ed. São Paulo: Ática, 1998.

FONSECA, M. da C. F. R. Educação Matemática de Jovens e Adultos: especificidades, desafios e contribuições. Belo Horizonte: Autêntica, 2012.

LÜDKE, M.; ANDRÉ, M. E. D. A. Pesquisa em educação: abordagens qualitativas. São Paulo: EPU, 1986.

MORAES, R.; GALIAZZI, M. do C. Análise textual discursiva: processo reconstrutivo de múltiplas faces. Ciência & Educação. Bauru, v. 12, n. 1, p. 117-128, 2006.

XAVIER, F. J. R.; FREITAS, A. V. Saberes matemáticos e permanência na EJA. Revista Brasileira de Educação Básica. Belo Horizonte, v. 4, n. 12, p. 1-9, 2019.

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Published

2020-07-02

How to Cite

SANTOS, A. de S.; PEREIRA, V. C.; FERREIRA, J. F.; OLIVEIRA, C. C. de; SOUZA, L. de O. Ethnomathematics and EJA: contexts and practices evidenced in life experiences. BRAZILIAN ELECTRONIC JOURNAL OF MATHEMATICS, Uberlândia, v. 1, n. 2, p. 7–17, 2020. DOI: 10.14393/BEJOM-v1-n2-2020-52913. Disponível em: https://seer.ufu.br/index.php/BEJOM/article/view/52913. Acesso em: 25 nov. 2024.

Issue

Vol. 1 No. 2 (2020): Brazilian Electronic Journal of Mathematics

Section

Articles - Mathematics Education

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