Etnomatemática na formação do professor de matemática: importância da disciplina na estrutura curricular da licenciatura

Abstract

This work aims to investigate the importance of the discipline of Ethnomathematics in the initial training of Mathematics teachers. To this end, a survey and analysis of the curricular structures of all Mathematics Degree courses in Rio Grande do Norte, which carry out face-to-face activities and which are currently active, were initially carried out, in order to study the frequency that the discipline of Ethnomathematics appears, either optionally or mandatory. The main aim is to observe traits and characteristics of Ethnomathematics conceptions in the aforementioned menus. After the analysis, the author carried out a survey, using Google Forms as a tool, seeking to understand how the students of the Mathematics Degree course, specifically, the students of the Federal University of Rio Grande do Norte-UFRN, Caicó-Campus campus, RN see the importance of this discipline in initial training and if it is possible to change the traditional characteristics of teaching Mathematics using the culture, tradition and reality of the student, that is, using Ethnomathematics. As an instrument of investigation of this work we have an interview with Professor Dr. Francisco de Assis Bandeira, this interview aimed to present the process of insertion of the discipline of Ethnomathematics in the curricular structure of the Licentiate in Mathematics course at the Federal University of Rio Grande do Norte-UFRN, Caicó-RN campus. This interview took place virtually through the Google Meet platform. Based on this, the study sought to answer the following question: How can Ethnomathematics, when approached in the initial training of Mathematics Teachers, contribute to the professional practice of teachers and change the traditional model of Mathematics teaching? As a result, it is pointed out that there are several contributions to explain the concept of Ethnomathematics for future teachers, from the change in teaching to the absorption of mathematical content by students. Bringing school contents closer to the student's reality can lead to greater student interest and a better relationship with Mathematics, because Ethnomathematics gives meaning to what is being studied.