D'Ambrosio, Freire e Munanga: por um olhar transdisciplinar no ensino da matemática

• Ano de defesa: 2025
• Autor(a) principal: Souza, Eduardo Reis de
• Orientador(a): Fusaro, Márcia do Carmo Felismino
• Banca de defesa: Fusaro, Márcia do Carmo Felismino , Silva, Maurício Pedro da , Pereira, Rodnei , Roggero, Rosemary , André, Carminda Mendes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: etnomatemática; transdisciplinaridade; ensino da matemática; educação
• Palavras-chave em Inglês: ethnomathematics; transdisciplinarity; teaching mathematics; education
• Palavras-chave em Espanhol: etnomatemáticas; transdisciplinariedad; enseñar matemáticas; educación
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3830

This work is a dialogue about the application of ethnomathematics, involving intellectual teachers such as Kabengele Munanga, Paulo Freire and Ubiratan D’Ambrosio, considering the teaching of mathematics in Brazil, the influence of African culture in the formation of Brazilian identity in a teaching and learning process, which reveals inequalities in access to equal education for all. Thus, the study highlights how ethnomathematics can add and multiply paths and possibilities in a transdisciplinary and transversal way, causing tension in the structure that reinforces the maintenance of inequality in the teaching and learning process in Brazil, especially in the city of São Paulo, involving peripheral neighborhoods of the city. It is hypothesized that inequality in access to education is reinforced by social groups that benefit historically, socially and economically from the traditional education structure, which involves the educational curriculum and/or teacher training. Also, in this work, it was possible to rescue proposals thought by the aforementioned authors, but in a transversal and transdisciplinary way, thinking about the teaching and learning process based on everyday life, considering the different ways of explaining, learning involving the relationship with the other, with the ways, techniques to think about this educational process. Thus, the central objective of this work is to present ethnomathematics as a possible path in the face of an education that distances theory from practice. The dialogic qualitative research is constituted as a study based on a bibliographic review with primary documentation. The theoretical and methodological conception of the research involves both the educational curriculum and teaching practice in the initial training of young people. The research dialogues with the authors D’Ambrosio, Freire, and Munanga by questioning the socio-historical structure of education, marked by an exclusionary teaching and learning process that, in addition to distancing theory from practice, encourages inequality among different social groups. The final considerations point out that ethnomathematics as a transversal and transdisciplinary model, considering cultural, ethnic and everyday aspects, can promote important tensions in the current educational structure, which will enable not only the reduction of inequality, but also a path that allows all people to have access to education in an equal and quality manner. This textual and dialogic record also stimulates reflections and proposes provocations in the field of education, in the search to integrate family, school and society.