Etnomatemática na formação inicial de professores do curso de licenciatura em matemática do IFPI Campus Angical

Abstract

This study has as its theme Ethnomathematics in the initial training of teachers of the Licentiate in Mathematics course at the IFPI/Campus Angical. It is proposed to know: How is Ethnomathematics present in the teacher training curriculum of the Mathematics degree course at the Federal Institute of Education, Science and Technology of Piauí? The Ethnomathematics approach is a reference for a teaching practice focused on plural thinking in schools. This requires reflection on the methods to be used in classes, to arouse students' interest and achieve the objectives set out in the National Curricular Common Base. The curriculum does not make explicit how to work with contextualized mathematics, leading educators to look for ways to develop skills and abilities by valuing, recognizing and transmitting knowledge and practices in classrooms. Hence the importance of Ethnomathematics in the initial training of teachers of degree in mathematics, as a reference that supports pedagogical practices aimed at the plurality of knowledge of the daily life of students and that permeates the school. Thus, we present the results of a qualitative approach research implemented through document analysis and application of interviews with teachers and a questionnaire for students of the Mathematics degree course