School, Inclusive Education and Ethnomathematics in Times of Social Isolation

Abstract

The objective in this paper is present reflections based on the analysis of the results of a research carried out with eight Basic Education teachers who work in different socio-cultural contexts, such as Indigenous School Education, Rural School Education, Special and Inclusive Education, Youth and Adults Education, among others, in different cities and regions of Brazil. The intention is to present evidence of how School Education is trying to happen in these times of social isolation; what are the educational challenges and implications faced by educators and their students; how mathematics education is being practiced and; how the Ethnomathematics can be mobilized. The information that supports the discussions permeate the answers to a questionnaire sent remotely and its assessment happens qualitatively through approximations with the discursive textual analysis. It is an exploratory research and the data indicate that schools and teachers are active, implementing remote practices and classes using different technologies, despite their limitations and difficulties, trying to include everyone with a dynamic and quality Mathematics Education, and as far as possible, mobilizing the Ethnomathematics, even in the face of uncertain adversities and consequences.