As contribuições teóricas e metodológicas da etnomatemática para a educação de pessoas com Síndrome de Down no Brasil

Abstract

The following work deals with the theoretical and methodological contributions of research in Ethnomathematics for the education of people with Down Syndrome (DS) in Brazil. The main objective is to analyze the literature in Ethnomathematics that deals with the subject. For that, we considered bibliographical publications that link Ethnomathematics and inclusive education, especially to students with DS. To this end, the identification and location of bibliographies occurred through search engines on the internet in open databases, with emphasis on Google Scholar, IFPI Academic Institutional Base (BIA), Digital Library of Theses and Dissertations (BDTD), Revista International Ethnomathematics. The literature indicates that pedagogical practices referenced in Ethnomathematics contribute to the knowledge of any person and culture, these qualities help students with DS, because, due to their cognitive characteristics, it is more interesting for them to see mathematics being applied in their daily lives and its relationship with the content seen in the classroom, since for the student with DS, simply memorizing lines, as is most often done in the regular classroom, is not at all interesting for them