Educação e etnomatemática: saberes ambientais na formação dos professores de matemática do Alto Solimões – AM

Abstract

This research proposes a qualitative quantitative study, based on the theory of environmental knowledge and ethnomathematics applied within the educational perspective of higher education in mathematics. The main objective of the study was to investigate the structure and situation of the regular mathematics degree course offered in the upper Solimões region, based on the concepts presented in the theories of environmental knowledge and ethnomathematics. As methodological procedures, a documentary analysis was carried out of the Pedagogical Course Projects (PPCs) of the course offered in the upper Solimões region by the Amazonas State University, as well as ethnographic work, the application of questionnaires and analysis of the data collected in the light of theories. From this context, a theoretical discussion is developed around the problems in mathematics teaching, opening up space for reflection on teacher training. By learning more about the structure of the course, we sought to make it possible to reflect on teacher training with regard to the presence and approach of ethnomathematics and environmental knowledge in its curriculum. Finally, we concluded by reflecting on the Human Sciences field of training in line with the daily lives of students in the region, highlighting the cultural relevance of the region integrated into the training of mathematics teachers.