ETNOMATEMÁTICA NAS ESCOLAS BRASILEIRAS: revisão narrativa dos anos finais do ensino fundamental.

Abstract

At the end of the 19th century, ethnographers and anthropologists began using the term Ethnoscience. Among the various Ethnosciences, Ethnomathematics emerged. Observing the composition of the term, it is perceived as the union of three roots: “ethno” (various natural and socioeconomic contexts of reality); “mathema” (different ways of understanding/knowing/explaining); and “tics” (same root as art or technique). It is said that Ethnomathematics is based on seeking to understand, within the sociocultural context of the subject, their way of life, their thought processes, and ways of explaining and understanding their reality, their work, and the world, through mathematics. From this perspective, this work presents the General Objective: To understand the state of the art of studies investigating the application of Ethnomathematics in the final years of Elementary Education in Brazil. Methodology: This work consists of a Specialized Literature Review of the type: Narrative Review (NR), in which the approach is qualitative. Data collection was carried out in March 2024, in the database of the Brazilian Portal of Publications and Scientific Data in Open Access (Oasisbr). The study highlighted the importance of Ethnomathematics in the final years of Elementary Education for various reasons, including: cultural appreciation, contextualization of learning, development of critical thinking, engagement and motivation, and the development of social skills