Identidade!

WRITELIVING BLACK CHILDREN'S BODIES

Claudete Beise Ulrich — 2025-08-09

This article is the result of reading and dialogues in the book Olhos D´Água by writer Conceição Evaristo, carried out by the research group Religion, Gender, Violence: Human Rights at Faculdade Unida de Vitória.The aim is to reflect on the writing of black children's bodies, based on the concept of writing coined by the aforementioned writer. The story “Zaíta forgot to put away her toys” articulates the dialogue around black childhoods (black and brown), presenting challenges for the Religious Education Curricular Component. It is necessary to decolonialize Europeanized curricula and include new knowledge/knowledge that black and brown children's and adolescent bodies bring from their daily social, cultural and religious experiences. Orality and oralitura are didactic-pedagogical tools that challenge the rethinking of curricula and teaching know-how, in an anti-racist and inclusive practice that respects Brazilian cultural and religious diversity.

WEAVING PERSPECTIVES ON RELIGIOSITY IN THE PRACTICES OF BENZIMENT IN COMMUNITIES OF THE CHAPADA DIAMANTINA NATIONAL PARK

Nayara Gomes Bastos — 2025-08-09

Benziment is a traditional practice in Brazilian folk medicine, deeply rooted in religiosity. This study aimed to explore religiosity in the practice of Benziment in Andaraí, Lençóis, and Mucugê, in the State Park of Chapada Diamantina, identifying the religions of local practitioners and the religious symbols and references present in the practice. The methodology included snowball sampling, guided tours, direct observation, and semi-structured interviews, taking place individually in their homes and nearby areas between April 2022 and July 2023, following ethical research committee guidelines. A total of 28 practitioners were interviewed, with 64.29% (n=18) in Andaraí, 25% (n=7) in Lençóis, and 10.71% (n=3) in Mucugê. The official religions recorded were Jarê, Catholic, Catholic/Jarê, Umbanda/Jarê, Spiritist/Catholic, and Prayer/Ritual. Among the 45 religious references in their prayers, Saint Cosmas, Saint Damian, and God were the most prominent. The results reveal a strong presence of religiosity characterized by evident religious hybridism in altars, paintings, statues, prayers, and rituals. This hybridism influences the learning and practice of Benziment, with practitioners integrating their beliefs and using faith as the driving force behind their healing practice.

MAPPING OF ARTICLES ON ETHNOMATHEMATICS IN AMAPÁ PRESENTED AT THE 7th BRAZILIAN CONGRESS OF ETHNOMATHEMATICS

Sandra Maria Nascimento de Mattos — 2025-08-08

This study is a selection of the works at the Seventh Brazilian Congress of Ethnomathematics - 7CBEm, held in Macapá – AP, which aims to map the themes and works on the Northern region, more specifically on the state of Amapá. The wealth of sociocultural groups and the variety of activities developed reveal the daily struggle and insurgency of each of these groups. The research method used was bibliographic with “Content Analysis”. With the mapping of the works, several possibilities were opened to look at the investigations of researchers and students who are part of this location. To this end, all the works submitted were revisited in dialogue with the authors and with the legislation in force. It is concluded that there are sociocultural, geopolitical and ecological forces that give visibility to the beings, knowledge and doings that are part of this location in the country. It is understood that the works brought developments to the academic and school space about indigenous and quilombola peoples, among others belonging to the state of Amapá. In view of this, it follows that the sociocultural, economic and ecological wealth permeates representative spaces and spaces of belonging.

ETHNOMATHEMATICS IN INDIGENOUS SCHOOL EDUCATION AT A SCHOOL IN OIAPOQUE – AP

Anoak Forte Batista — 2025-08-08

The objective of this research is to investigate the valorization of indigenous school education in the state of Amapá, with an emphasis on the integration of traditional knowledge, bilingualism, and interculturality as advocated by Brazilian legislation. The relevance of ethnomathematical knowledge is highlighted to assist teachers in approaching mathematics within the indigenous context. The research aims to analyze whether the curriculum and teaching practices incorporate indigenous traditional knowledge, as well as to understand how schools and teachers recognize and integrate such knowledge into daily school life. The methodology adopted is field research of a descriptive nature, based on specialized literature and the experiences of the Karipuna indigenous community. The study intends to contribute to a more inclusive and culturally appreciative education, promoting dialogue between traditional and scientific knowledge in the teaching of mathematics.

ETHNOMATHEMATICS IN PROFESSIONAL TECHNOLOGICAL EDUCATION IN AGROECOLOGY IN THE EDUCATION OF INDIGENOUS YOUTH AND ADULTS

Darlane Cristina Maciel Saraiva — 2025-08-08

This research was conducted with students of the Technical Course for Youth and Adult Education/Indigenous People in Agroecology, for the Satere Mawe Ethnic Group, offered by the Federal Institute of Amazonas with the objective of analyzing the processes of teaching and learning Mathematics, in the relationship between ancestral and academic knowledge, following the guidelines of Qualitative Research and Participatory Research. This observation points to methodological possibilities for teaching Mathematics in different spaces, such as an indigenous community. Such teaching practices, of Indigenous School Education in Professional Technological Education, may be dissociated from cultural knowledge mobilized in these spaces, elucidating how the coloniality of knowledge, being and power are present in the integration of these modalities. However, in the analysis of the object of study, through the dimensions of Ethnomathematics, it is possible to establish actions that break such colonial processes in transcendent and non-exclusive actions.

QUESTÃO RACIAL E O ENSINO DE MATEMÁTICA NOS CURSOS DE LICENCIATURA EM MATEMÁTICA NO ESTADO DO AMAPÁ

Elton Pompilio Machado — 2025-08-08

O presente artigo tem por objetivo analisar como está sendo tratado nos currículos de Licenciatura em Matemática das universidades públicas no estado do Amapá, as Questões Raciais e o Ensino da Matemática. Trata-se de uma pesquisa qualitativa exploratória do tipo bibliográfica e documental. A coleta de dados ocorreu por ampla busca sobre a educação para as relações étnico-raciais, currículo escolar, além das matrizes dos Projetos Políticos Curriculares (PPC) dos Cursos de Licenciatura em Matemática da Universidade do Estado do Amapá, Universidade Federal do Amapá e Instituto Federal do Amapá. Os resultados apontam que nos PPC de Matemática das três instituições, o estudo das questões raciais é deficitário. Além disso, a carga horária destinada para o estudo da temática é insuficiente para uma reflexão mais profunda no que diz respeito a implementação da Lei n. 10.639/2003 e suas alterações.

AS TÉCNICAS UTILIZADAS POR MULHERES NA PESCA ARTESANAL EM UMA COMUNIDADE RIBEIRINHA DA AMAZÔNIA PARAENSE

Marcos Marques Formigosa — 2025-08-08

This study analyzes the techniques developed by women in fishing in a riverside community in the Amazon region of Pará. The research was carried out with four women fishermen from the community in Senador José Porfírio, Pará, Brazil. The data generated from semi-structured interviews was audio recorded, then transcribed and analyzed from a qualitative perspective. The result, it was observed that the artisanal fishing practiced by the women proves to be an important tool for guaranteeing food and income for families, as well as contributing to the conservation of socio-biodiversity. It was also noted that, throughout their lives, women fishermen have acquired a variety of knowledge and experiences, both in terms of using and making materials and in terms of aspects related to fishing, such as the tidal cycles, the phases of the moon, and the specific places in the river for a good catch. However, despite all this, it was observed that these women are not assisted by public policies because they are not seen as people with rights, even though they are fisherwomen.

ETHNOMATHEMATICS AND THE PERCEPTION OF TIME

Ieda Maria Giongo — 2025-08-08

The present article, an excerpt from a Master’s dissertation, aims to critically analyze how
Indigenous students from a Pedagogy program in Oiapoque highlight the passage of time in their
villages. Drawing on the theoretical-methodological framework of ethnomathematics intersecting
with Ludwig Wittgenstein's later philosophy, this qualitative investigation also sought to examine the
family resemblances between the mathematical language games expressed by the students and
those commonly present in school mathematics. The research materials comprised recorded and
subsequently transcribed statements, written works produced by the students, and the researcher-
teacher's field diary. The descriptive analysis results allowed the inference that the students
recognized the existence of distinct mathematical language games and family resemblances among
them, fostering dialogues that could be effectively implemented in basic education schools.

NARRATIVES OF A MATHEMATICS UNDERGRADUATE STUDANT:

José Raimundo Costa Tavares Bisneto — 2025-08-08

This work is a report of an experience that occurred in the Maruanum community between July 24 and December 9, 2023, by a CNPq scientific initiation scholarship holder who is a student at the Instituto Federal do Amapá - IFAP, Macapá campus, in the mathematics undergraduate class. The objective was to investigate black women in the construction of their artistic, religious, sociocultural, and financial freedom, through the production of Maruanum crockery and its contextualization for school mathematics. The report brings a little of what the student was able to witness in the community in conjunction with the experiences acquired by him. The student had the opportunity to meet the Maruanum pottery community and interact with them, in a meeting planned and guided in a conversation circle. It is concluded that it is possible to contextualize school mathematical concepts through the knowledge and skills of the potters.

DIFFERENT WOODEN CUBING METHODS

Josiel Ribeiro dos Santos — 2025-08-08

This article is interested in reporting about the mobilisation of different wood cubing methods with students from a degree in rural education class. Thus, we discuss an ethnomathematics experience in the training of rural teachers with the theme “Knowledge Mobilised in Wood Cubing,” in which we present mathematical models used for log cubing using the methods of Huber, Smalian, and Newton; the xylometer method; and a method that we investigated in a sawmill in the southeast region of Pará, in the municipality of Goianésia do Pará. With our experience, we highlight the importance of teaching mathematical knowledge related to contexts and local practices, enabling students to get involved in the proposed activities and learn new knowledge.

THE PRESENCE OF LOCAL KNOWLEDGE AT THE AMAZONAS MATHEMATICS FAIR

Leonard Euler Valente Feitosa — 2025-08-08

This research, originating from a Scientific Initiation project, investigates which elements of students' daily lives and culture are revealed or identified through the analysis of works presented at the III Amazonian Mathematics Fair. The study was conducted in two stages: a systematic mapping of research on Ethnomathematics, specifically focusing on Indigenous Education, in the CAPES and UFAM repositories, identifying trends and gaps in scientific production, followed by a documentary analysis of expanded abstracts submitted to the Fair. With a qualitative approach, the research highlights that regional cultural and social practices are embedded in mathematics learning and suggests the need to expand studies that recognize and value these knowledges in formal education, making learning more connected to students' realities.

THE RIKBAKTSA PEDAGOGY

Elani dos Anjos Lobato — 2025-08-08

The work is an excerpt from a Master's research that aimed to identify and understand the socio-educational processes (generation, systematization, and dissemination) of the Rikbaktsa people, their relationship with mathematical knowledge, and their school environment. The ethnographic methodological process, aligned with Dambrosian thoughts, addressed the currents of ethnomathematics, exploring the diversity in the production of mathematical knowledge and its dissemination in different cultural systems. We bring together anthropological, educational, and political aspects, converging them with cultural elements and grounded in the principles of Freirean thought, focusing on the daily life of the Rikbaktsa. Thus, a connection is established between being, knowing, and doing, permeated by the mastery of nature, the extraction of products for survival, the crafting of artifacts, and the composition of rites, myths, and ceremonies.

DIVISION, EXCHANGES AND SHARING

Adailton Alves da Silva — 2025-08-08

This article aims to discuss/reflect on some aspects related to division, exchange and sharing based on the cultural events of the Bròtyrè (Inỹ/Karajá people) and the Maxirõ (Apyãwa / Tapirapé people), to broaden the process of generation / systematization / dissemination of different forms of mathematics. To this end, we based ourselves on thematic dialogues held with teachers, leaders and elders who occupy a central position during the celebration of ceremonies related to cultural events, on the occasions of our immersions in these spaces. By discussing these aspects, we consequently explain some of the characteristics of the mathematics of culturally distinct peoples and the challenges for them to occupy a place of visibility and with the same importance for the academic environment. From this same perspective, we also seek to demonstrate the need to enhance the co-presence of different epistemologies and pedagogies, since cultural and epistemological diversity is an anchor in the process of producing Indigenous knowledge and understanding.

ETHNOMATHEMATICS RESEARCH IN PERSPECTIVE

Marli Henrique de Lima Pio Surui — 2025-08-08

Este artigo analisa as percepções de docentes indígenas Paiter Suruí sobre as pesquisas em etnomatemática. Trata-se de um estudo quantitativo com abordagem autoetnográfica. A pesquisa contou com a participação de três professores indígenas da etnia Paiter Suruí, residentes na Terra Indígena Sete de Setembro, em Cacoal (RO), além da primeira autora deste trabalho, que pertence à mesma etnia e reside em contexto urbano no mesmo município. O estudo baseou-se em autores e autoras da área da etnomatemática e da educação escolar indígena. Os resultados indicam que a maioria dos participantes e participantes possui experiência relevante em pesquisas nessa área, e todos reconhecem sua importância para a prática pedagógica dos docentes indígenas, além de contribuir para a revitalização da cultura e das identidades indígenas.

ETHNOMATHEMATICS

Gelsa Knijnik — 2025-08-08

The article analyzes contemporary issues in Ethnomathematics, drawing on Nancy Fraser's thinking on social justice. Specifically, it discusses her concepts of recognition, redistribution, and representation, examined from an ethnomathematical perspective. The concept of recognition refers to the acknowledgment of difference and the valorization of cultural identities. The concept of redistribution is associated with the necessity and relevance of the ethnomathematical field in addressing social injustices. Lastly, the concept of representation points to possibilities for new configurations in ethnomathematical research. In summary, the article examines the possibilities of how these concepts, considered by the sociologist as the three pillars of social justice, can provide enriching elements for ethnomathematical thought and its commitment to society.

EXPEDIENTE

Selenir Corrêa Gonçalves Kronbauer — 2025-08-09

NOMINATA

Selenir Corrêa Gonçalves Kronbauer — 2025-08-09

EDITORIAL

Selenir Corrêa Gonçalves Kronbauer — 2025-08-09

APRESENTAÇÃO

Selenir Corrêa Gonçalves Kronbauer — 2025-08-09

THE RELIGIOUS READING EDUCATION BASED ON AFRO-INDIGENOUS MATRICES IN RELIGIOUS EDUCATION BASED ON THE BNCC NORTE AND NORTHEAST

Sérgio Junqueira — 2025-08-08

We have noticed an increase in intolerance and religious racism in Brazilian society. With the aim of promoting respect and religious diversity, the National Common Curricular Base (BNCC) of the North and Northeast states regarding religious education includes the need to develop actions for this purpose. The objective of this article is to analyze the religious reading of these documents from Afro-indigenous perspectives. We identified proposals that require the teacher to develop an appropriate didactic transposition so that forms of prejudice and discrimination can end in the Brazilian school context.