The game Mancala as a pedagogical Ethnomathematics strategy : an experience report with a second grade elementary state school Professor Elídio Duque in Salinas City-MG
This work aims at making an approach between ethnical, racial characteristics and mathematical concepts, seeking to initiate a change in the Eurocentric thought within the school context where the work has been done as well as view Math Science beyond numbers and calculus. Thus, it was established a...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade de Brasília (UnB) |
| Repositorio: | Em Tempo de Histórias (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/31727 |
| Acceso en línea: | https://periodicos.unb.br/index.php/emtempos/article/view/31727 |
| Access Level: | acceso abierto |
| Palabra clave: | Etnomatemática. Educação étnico-racial. Mancala-Kalah Ethnomathematics. Racial and ethnical Education. Mancala-kalah. |
| Sumario: | This work aims at making an approach between ethnical, racial characteristics and mathematical concepts, seeking to initiate a change in the Eurocentric thought within the school context where the work has been done as well as view Math Science beyond numbers and calculus. Thus, it was established a parallel between the mathematical concepts and the ethnical, racial issues, a necessary demand due to implementation of the law 10.639/03. A pedagogical experience report was elaborated as an interdisciplinary assessment tool to conclude the second term of Pedagogy Course at Federal Institute Northern Minas Gerais (IFNMG) - Salinas campus. The research had a qualitative, descriptive approach based on a research action, supported by Ethnomathematics and the usage of Mancala- Kalah game. The theoretical reference was mainly supported by Grando (2004), Munanga (2005), D’Ambrósio (1986; 1998; 2005; 2011; 2012) and Brazilian law, the Federal Constitution of 1988. It was concluded that it is possible to implement the law 10.639/03 at math classes with activities that value reflection and discussions concerning Afro Brazilians values and knowledge, endorsed in a critical view, overcoming disciplinary fragmentation and recognizing the importance of Ethnomathematics Education that claims as one of its purposes value the math practiced by different peoples. |
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