A valorização cultural no ensino da matemática em uma escola quilombola no estado do Amapá

Abstract

In this study, we seek to understand about which way(s) we can insert culture into mathematics teaching taking into account the reality of a quilombola community in Macapá - AP, from the perspective of law 10.639/03, legislation that proposes the insertion of Afro-Brazilian culture presenting its history and sociocultural practices in the school curriculum. Thus, we investigate the educational practices regarding the teaching of mathematics related to quilombola issues and identify possible methods that promote the maintenance of this culture. As a methodological approach, the field research was qualitative, using interviews with pre-formulated questions for members of the school management and mathematics teachers. Through the results obtained, we found that the quilombola culture is experienced in an active way in this region of Amapá besides pointing out the difficulties, on the part of the mathematics teacher(s), in relation to their lack of knowledge and the methodologies used to seek to know about these sociocultural practices and insert them in their teaching, we highlight that this work is based according to the perceptions of Ubiratan D'Ambrósio (2008), Silva and Mattos (2019). We hope that this work can contribute to new research in the area, which reinforces the need for a mathematics teaching that values the socio-cultural realities and, at the same time, ensures the applicability of Law 10.639/03. In conclusion, the research identified the existing educational practices in the investigated educational space, as well as their respective methods for valuing the quilombola culture through mathematics.