Aspectos etnomatemáticos presentes na cadeia produtiva da farinha de mandioca em comunidades quilombolas no estado do Amapá

Abstract

Unlike the systematized mathematics taught in academic settings, Ethnomathematics seeks to understand the creation and transmission of traditional knowledge applied in everyday activities, such as agricultural practices in rural, riverside, Indigenous, and quilombola communities. This research examines the presence of Ethnomathematics in the cassava flour production process in the Quilombola Communities of São João do Matapi and Curralinho, in Macapá, identifying mathematical elements embedded in this productive context. This qualitative and exploratory study employed direct observation and structured interviews with community members to map the ethnomathematical aspects present in daily practices. The investigation compared the knowledge used in manual flour production in one community with the mechanized process in the other. Data were collected through semi-open questionnaires and analyzed using observational methods, revealing the use of both conventional and non- conventional measurement systems throughout the production stages. The findings confirm the existence of diverse ethnomathematical models inherent to the cassava flour production process—models unique to these social groups and not typically reflected in Western mathematics. The theoretical framework draws on D’Ambrosio’s perspectives on Ethnomathematics and contemporary authors who discuss this theme from an ethnographic viewpoint in the Amazon region, such as Mattos (2023), Silva (2019), among others. A significant observation reported by participants was the undervaluation of flour production in the state, with 100% affirming that the effort invested does not translate into fair financial return. This study underscores the richness of traditional mathematical knowledge embedded in artisanal flour production and highlights the importance of Ethnomathematics in valuing these cultural practices. Furthermore, it notes that despite the cultural relevance and historical transmission of these practices, the activity remains underappreciated and poorly remunerated. Overall, this research aims to contribute to broader discussions on Ethnomathematics and support educators in recognizing the importance of validating diverse forms of knowledge within the school environment.