Etnomatemática e formação docente em matemática: do que estamos falando?

Abstract

The training of a mathematics teacher cannot be thought of only based on the specificity of the discipline, as the teaching-learning process reflects and is influenced by the sociocultural aspects where this training takes place and where teaching will be developed. In this sense, the result of research developed with the objective of understanding the importance of teaching based on the principles of Ethnomathematics is presented, in the training of mathematics teacher at CESP, from the perspective of D’Ambrosio, Gerdes and Vergani. This is a bibliographic study whose data was constructed through readings of articles, books and dissertations complemented with a documentary analysis. The data was analyzed using Content Analysis. The results indicate that knowing about Ethnomathematics, even in initial training, contributes to reflections and teaching practices that articulate sociocultural and curricular knowledge aiming at contextualized and meaningful mathematics teaching.