Reflexões sobre as relações étnico-raciais e o ensino de matemática
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Tipo
Dossiê
Classficação
Nível teórico
Data
2023
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–18
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
18
1
18
1
Resumo
As relações étnico-raciais é um tema complexo que envolve diferentes aspectos, entre os quais incluem-se aqueles vinculados aos processos educacionais. Nesse sentido, a escola pode constituir-se num importante espaço de aprendizagens a partir de reflexões e ações que valorizem à diversidade cultural, bem como proporcione a desconstrução de discursos e práticas educativas que silenciam ou estereotipam pessoas de diferentes origens étnicas e culturais. No Brasil aLei 10639/03 determina o ensino de conteúdos referentes à História e Cultura Afro-Brasileira no âmbito de todo o currículo escolar, incluindo a área dematemática. Este artigo apresenta aspectos de uma pesquisa de mestrado acadêmico em andamento, a qualobjetiva analisar as possíveis articulações entre o ensino de Matemática e as relações étnico-raciais nos anos finais do Ensino Fundamental. Nossas reflexões enfocam asnecessidades de efetivação plena daLei 10639/03, bem como as possibilidades de abordagens de perspectivas como a etnomatemática, a afroetnomatemática e a educação antirracista.Analisaram-se aspectos da Base Nacional Comum Curricular (BNCC)que não explicita como se deveria ser efetivada a Lei 10639/03, apesar demencionara legislação vigente e apresentar algumas possibilidadesdeabordagem dos conteúdos e conhecimentos da matriz africana, dos povos indígenas e afro-brasileiros. Identificou-se que as diretrizes da BNCC contemplam a temática apenas para seguir determinações jurídicas e que mesmo com a possibilidade de sua abordagem em alguns conteúdos curriculares, faz-se necessário a elaboração e realização de propostas educativas que promova uma educação antirracista e que aprofunde a temática, para não serem apenas conteúdos transversais e integradores
Ethnic-racial relations area complex issue that involves different aspects, including those linked to educational processes. Therefore, the school may constituteinan important learning space based on reflections and actions that value cultural diversity, as well as providing the deconstruction of discourses and educational practices that silence or stereotype people of different ethnic and cultural origins. In Brazil, Law 10639/03 determines the teaching of contents related to Afro-Brazilian History and Culture within the entire school curriculum, including the area of mathematics. This article presents aspects of an ongoing academic master dissertationresearch, which aims to analyze the possible connections between mathematics teaching and ethnic-racial relations in the final years of FundamentalSchoollevel. Our reflections focus on the need to implement Law 10639/03, as well as the possibilities of approaching perspectives such as ethnomathematics, afro-ethnomathematics and anti-racist education. In addition, we analyze that the National Common Curricular Base (BNCC)does not explain the ways in which Law 10639/03 should be put into effect, even though that curricular document mentions the current legislation and possibilities to approach the contents and knowledge from African matrix, indigenous peoples and Afro-Brazilians. It was identified that the BNCC guidelines contemplate the theme only to follow legal determinationsand that even with the possibility of its approach in some curricular contents, it is necessary to elaborate and carry out educational proposals that promote an anti-racist education and that deepens the theme, so as not to be just cross-cutting and integrative content
Ethnic-racial relations area complex issue that involves different aspects, including those linked to educational processes. Therefore, the school may constituteinan important learning space based on reflections and actions that value cultural diversity, as well as providing the deconstruction of discourses and educational practices that silence or stereotype people of different ethnic and cultural origins. In Brazil, Law 10639/03 determines the teaching of contents related to Afro-Brazilian History and Culture within the entire school curriculum, including the area of mathematics. This article presents aspects of an ongoing academic master dissertationresearch, which aims to analyze the possible connections between mathematics teaching and ethnic-racial relations in the final years of FundamentalSchoollevel. Our reflections focus on the need to implement Law 10639/03, as well as the possibilities of approaching perspectives such as ethnomathematics, afro-ethnomathematics and anti-racist education. In addition, we analyze that the National Common Curricular Base (BNCC)does not explain the ways in which Law 10639/03 should be put into effect, even though that curricular document mentions the current legislation and possibilities to approach the contents and knowledge from African matrix, indigenous peoples and Afro-Brazilians. It was identified that the BNCC guidelines contemplate the theme only to follow legal determinationsand that even with the possibility of its approach in some curricular contents, it is necessary to elaborate and carry out educational proposals that promote an anti-racist education and that deepens the theme, so as not to be just cross-cutting and integrative content
Descrição
Palavras-chave
Ensino de matemática, Lei 10.639/03, Orientações curriculares, Ensino fundamental, Mathematics teaching, Law 10.639/03, Curricular guidelines, Fundamental school level
Citação
FURTADO, Maria Gabriela de Figueiredo; MONTEIRO, Carlos Eduardo Ferreira. Reflexões sobre as relações étnico-raciais e o ensino de matemática. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 18, n. 1, p. 1–18. 2023. https://doi.org/10.5007/1981-1322.2023.e91224. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/91224/52703. Acesso em: 2023-09-18