ETHNOMATHEMATICS AND THE PERCEPTION OF TIME

WHAT DOES A GROUP OF PEDAGOGY STUDENTS SAY?

Abstract

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.