Teacher training and Ethnomathematics

acarajé as a catalyst for discussions in the Teaching of Mathematics

Authors

  • JOSÉ LUCAS MATIAS DE EÇA LUCAS Universidade Estadual de Santa Cruz - UESC
  • Zulma Elizabete de Freitas Madruga Bete Universidade Federal do Recôncavo da Bahia - UFRB
  • Jurema Lindote Botelho Peixoto Jurema Universidade Estadual de Santa Cruz - UESC

DOI:

https://doi.org/10.22267/relatem.22151.88

Keywords:

Formação continuada, Ensino de matemática, Etnomatmática, Decolonialidade, Acarajé

Abstract

A formação continuada do professor de matemática poderá ser enriquecida com o debate dos processos de ensino e aprendizagem, considerando uma educação emancipadora, voltada para o exercício da cidadania e preservação da identidade cultural. O objetivo desta pesquisa é discutir as potencialidades que a exploração do acarajé, culinária regional, pode promover em uma formação continuada com professores de matemática visando a construção do conceito Etnomatemática. Para tanto foi desenvolvida uma proposta de formação no âmbito de um programa de mestrado, articulado com a secretaria de educação de um município do interior da Bahia. A proposta formativa foi desenvolvida em oito encontros, segundo o método de conversação dialógica, envolvendo as dimensões: conhecendo os professores, fundamentação teórico-prática, desenvolvimento da atividade quitute afro-baiano acarajé e sistematização/problematização da perspectiva Etnomatemática. Os resultados apontam que os professores ampliaram suas percepções em relação ao conceito de cultura, Educação Matemática e identidade cultural, compreendendo como articular vivências sociais no ensino.

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Author Biographies

Zulma Elizabete de Freitas Madruga Bete, Universidade Federal do Recôncavo da Bahia - UFRB

PhD in Science and Mathematics Education from the Pontifical Catholic University of Rio Grande do Sul (PUCRS), with a doctoral internship period at the University of Salamanca (USAL), Spain. Master in Mathematics Education from the Pontifical Catholic University of Rio Grande do Sul (PUCRS), Specialization in Mathematics Education from the Lutheran University of Brazil (ULBRA), Specialization in Education - Emphasis on Management of Poles from the Federal University of Pelotas ) Bachelor in Mathematics from University of the Region of the Campaign (URCAMP) and Bachelor's Degree in Pedagogy from the International University Center (UNINTER). Has experience in Basic Education, Elementary and High School. He is currently adjunct professor at Recôncavo at the Federal University of Bahia (UFRB) - Teacher Training Center, Amargosa, Bahia. He is also a permanent professor at the Graduate Program in Science and Mathematics Education (PPGECM_UESC). He is leader of the Study and Research Group on Trends in Mathematics Education and Culture (GEPTEMaC), vice-leader of the Research Group on Mathematics Education of the Recôncavo da Bahia (GPEMAR), member of the Research Group on Mathematics Education and Cultural Diversity (GPEMDiC) Existe two Working Groups on Curriculum and Mathematics Education (GT3) and History of Mathematics and Culture (GT5) of the Brazilian Society of Mathematics Education (SBEM). Line of Research: Teacher Training and Learning; Trends in Mathematics Education, in particular Modeling in Education and Ethnomathematics.

Jurema Lindote Botelho Peixoto Jurema, Universidade Estadual de Santa Cruz - UESC

Graduated in Degree in Mathematics from the State University of Santa Cruz (1992) and Master in Mathematics from the Federal University of Bahia (2002). Doctorate in Knowledge Diffusion by the Multi-institutional and Multidisciplinary Program in Knowledge Diffusion, based at the Federal University of Bahia - UFBA (2015). She is currently an adjunct professor at the State University of Santa Cruz. It operates mainly in the following lines of research: inclusive mathematics education, mathematics education for the deaf, mathematics teaching and learning, cognitive analysis and knowledge dissemination.

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Published

2022-11-25

How to Cite

LUCAS, J. L. M. D. E., Bete, Z. E. de F. M., & Jurema, J. L. B. P. (2022). Teacher training and Ethnomathematics: acarajé as a catalyst for discussions in the Teaching of Mathematics. Latin American Journal of Ethnomathematics: Sociocultural Perspective of Mathematics Education, 15(1), 20-40. https://doi.org/10.22267/relatem.22151.88

Issue

Vol. 15 No. 1 (2022)

Section

Research Articles

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