Uma complementaridade entre etnomatemática e educação matemática crítica em tempos de modernidade líquida

Abstract

This math work for the conclusion of the course is intended to understand a proposal for inclusive and universal teaching such as didactics in basic cycles. To achieve this objective, we envision the complementarity of knowledge inherent to Ethnomathematics and Critical Education, taking as the most recent works of Skovsmose and D'Ambrosio as some of the main theoretical references. The semiotic perspective is also added for the production and resignification of signs, through a gnosiological cycle, which proposes to elaborate a proposal for the didactics of mathematics. In this way, we seek to understand how knowledge is constructed, established and consolidated based on multiple sociocultural relationships, through the subject's experiences, expectations and intentions. Thus, we seek to understand how the learning of some elementary mathematical concepts is connected through the identification and recognition of the subject's backgrounds and foregrounds in his daily activities. In this way, the aim is to find a relationship of meaning and meaning between academic, cultural and social knowledge.