Ethnomathematics in the initial formation of future Mathematics teachers: revealing looks and brands
This article is based on a doctoral research that aimed to analyze how the discipline of the training curriculum in the Mathematics Degree, which bears the word Ethnomathematics in the title, can contribute to the construction of the knowledge of future mathematics teachers. We identified through co...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Ouro Preto (UFOP) |
| Repositorio: | Revemop |
| Idioma: | portugués |
| OAI Identifier: | oai:pp.www.periodicos.ufop.br:article/4832 |
| Acceso en línea: | https://periodicos.ufop.br/revemop/article/view/4832 |
| Access Level: | acceso abierto |
| Palabra clave: | Ethnomathematics Mathematics teacher initial training Curriculum Etnomatemática Formación inicial del profesorado de matemáticas Currículum Formação inicial de professores de Matemática Currículo |
| Sumario: | This article is based on a doctoral research that aimed to analyze how the discipline of the training curriculum in the Mathematics Degree, which bears the word Ethnomathematics in the title, can contribute to the construction of the knowledge of future mathematics teachers. We identified through consultation on e-MEC platform the courses that present a discipline called Ethnomathematics, we chose as subjects of the research the current professor of the discipline and students who have already studied this discipline. We have a total of 37 subjects for research: 5 teachers who teach the discipline Ethnomathematics and 32 students who have already studied it. The methodology involved an interview with each of these teachers and an electronic questionnaire with each of these students. Then we seek to establish articulations, approximations and distance between the speeches. This article brings some partial results of the research, and addresses some contributions of Ethnomathematics, in terms of breaking paradigms in relation to the universality of Mathematics and its implications in the perspective of teaching and learning of future teachers. The graduates who participated in the research pointed out as marks: the need to value the social, economic and cultural context of future students, the recognition of Mathematics as a human construction and one of the existing ethnomathematics, the opening for dialogue and the humanization of the process of teaching learning. |
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