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Algumas reflexões sobre a perspectiva educacional da etnomatemática
(2004) MONTEIRO, Alexandria
The curriculum discourse has been calling our attention to the need of relating general daily knowledge to school knowledge. Nonetheless, little has been discussed about the characteristics of these two kinds of knowledge. Following this line of thought, in the field of mathematics teaching, we point out to the proposal of ethnomathematics. In general, it is understood as a teaching methodology or as a magical possibility of relating general daily concepts to school concepts. Another trend is the negation of ethnomathematics under the allegation that, by reviewing daily concepts, the students would not have access to school knowledge. With these two perspectives in mind, we expect to point out some elements which we consider fundamental to the understanding of ethnomathematics in a pedagogic perspective. We start the discussion in the fields of history and epistemology of the sciences, and then, under the light of these considerations, we infer that ethnomathematics is like a science of contemporary man and world,working as a reaction to the fragmentation of the knowledge generated by the project of modernity.