The Chokwe culture of Lunda Norte (Angola) and the Ethnomathematics Program: dialogues to rethink education in times of pandemic

diálogos para repensar la educación en tiempos de pandemia

Abstract

This article, of an investigative and reflective nature, was born from dialogues between the authors in the orientation sessions of the Master's Program in Educational Sciences of the Lueji A'Nkonde University, in partnership with the Faculty of Education of the University of São Paulo (FEUSP). The dialogues focused both on the theorists of the educator Ubiratan D ́Ambrosio on the role of education from the dimensions of the Ethnomathematical Program in order to direct the research in theoretical and methodological aspects, as well as the anthropological view of the Chokwe culture of the camaxilo commune (Lunda Norte/Angola), specifically about the community action of learning in chota cha makulwan. The dialogue throughout the research was weaving a methodological proposal supported by this action, contributing to new reflections and epistemologies that may emerge when thinking about the social/cultural role of school and education in the periods before, during and after the pandemic of COVID-19. In view of the above, this article intends to share the dialogues between advisor and guiding Chokwe, throughout the development of a master's research, seeking ways in this culture to rethink the school and its role in society. The study showed that the cultural values found in chota cha makulwana can broaden the meaning in school and its role in society beyond the constitution of Eurocentric orientation knowledge.