The Kalah game from the perspective of Ethnomathematics: a proposal for decolonized teaching
This article aims to highlight the contributions of the Kalah game to the development of teaching based on the perspective of Ethnomathematics, in order to break with the Eurocentric curriculum, based on Mathematics developed by African peoples. Kalah can be used as an important pedagogical resource...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Ouro Preto (UFOP) |
| Repositorio: | Revemop |
| Idioma: | portugués |
| OAI Identifier: | oai:pp.www.periodicos.ufop.br:article/7191 |
| Acceso en línea: | https://periodicos.ufop.br/revemop/article/view/7191 |
| Access Level: | acceso abierto |
| Palabra clave: | Colonization Decolonization Ethnomathematics Mancala Kalah Colonización Descolonización Etnomatemáticas Colonização Decolonização Etnomatemática |
| Sumario: | This article aims to highlight the contributions of the Kalah game to the development of teaching based on the perspective of Ethnomathematics, in order to break with the Eurocentric curriculum, based on Mathematics developed by African peoples. Kalah can be used as an important pedagogical resource to contribute to the formalization of mathematical knowledge and highlight the scientific contributions of historically marginalized people. The discussions in this work are based on data collected through Bibliographic Research of an exploratory-descriptive nature. Based on the results, it is concluded that the use of African games, such as Kalah, in teaching Mathematics can contribute to the development of decolonizing teaching practices by legitimizing mathematical and scientific knowledge and practices developed within African culture. |
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