INVESTIGATING THE MATHEMATICAL KNOWLEDGE OF ZAMBIAPUNGA THROUGH ETHNOMATHEMATICS

POSSIBILITIES FOR REFORMULATING THE HEGEMONIC MODEL IN THE TEACHING AND LEARNING PROCESSES OF MATHEMATICS

Abstract

The curriculum, not infrequently, leaves out knowledge, cultures and, therefore, epistemologies: the non-hegemonic ones. Under this view, in addition to the application of laws such as 10.639/2003 and 11.645/2008, the pedagogical act must – by its epistemic nature – promote, at a minimum, reflections on the processes of invisibilization that coloniality still persists in maintaining today. Going against this, through a culturally referenced curriculum, in the light of Ethnomathematics, is what is proposed in this theoretical essay. For this, the pulsating manifestation of Zambiapunga is used as a cultural context to indicate as a possibility the construction of an emancipating education, focused on the exercise of citizenship and preservation of cultural identity. Therefore, the articulation between decolonial studies is used as a theoretical reference, focusing on the concepts of coloniality of power, knowledge and being proposed by Walsh (2009, 2012); the field of the curriculum with the works Gomes (2012); and Ethnomathematics conceptualized by D'Ambrosio (2007). Methodologically, the research is characterized as bibliographical and documentary.