A etnomatemática como possibilidade de ensino a partir da diversidade sociocultural da Amazônia amapaense

Abstract

The general objective of this work is to analyze how ethnomathematics can enable teaching based on the sociocultural diversity of the Amapá Amazon. To this end, the specific objectives were to identify the studies produced on ethnomathematics involving the sociocultural diversity of the subjects in the territories of family farming, extractivism, quilombola, riverine and indigenous peoples; to associate the production of knowledge of the various subjects in the territories of family farming, extractivism, quilombola, riverine and indigenous peoples with the possibilities of working with mathematical content and to produce a booklet on the possibilities of teaching ethnomathematics from the sociocultural diversity of the Amapá Amazon. In terms of methodology, this is a bibliographical survey, carried out in the following databases: the repository of the Federal Institute of Amapá, Brazilian Digital Library of Theses and Dissertations (BDTD) and Google Scholar. The results point to the richness and diversity of cultural knowledge present in traditional communities in the Amapá Amazon, such as cultivation, harvesting and marketing practices in the family farming territory, in the extractive territory the daily dynamics of the Brazil nut groves and the production stages that involve the collection and processing of Brazil nuts, in territories such as quilombola, riverine and indigenous, knowledge is transmitted and applied in activities such as the construction of marabass boxes, in body paintings and fishing, the whole scenario led to analyzes of the possibilities of relating such context to mathematical knowledge. Ethnomathematics can thus promote contextualized and meaningful education that values students' cultural practices and strengthens their identities, making learning more relevant and applicable to everyday life.