A Etnomatemática na EJA: Uma Proposta de Ensino Estatístico a partir da Romaria de Bom Jesus da Lapa - Bahia

Abstract

This article presents a methodological proposal for teaching statistics in Youth and Adult Education (EJA), from the perspective of Ethnomathematics, inspired by the students’ experiences with the Pilgrimage of Bom Jesus da Lapa. The aim of the study was to investigate how Ethnomathematics can enhance the teaching and learning of statistics in EJA, making it more contextualized, critical, and meaningful. The research, qualitative and descriptive in nature, was conducted in a rural school in Correntina, Bahia, and is theoretically based on the contributions of Ubiratan D’Ambrosio, who defends the appreciation of cultural and local knowledge as a starting point for mathematics education. The methodological proposal was structured in four stages: contextualization of the theme, technical visit to the sanctuary for data collection, organization and graphical representation of information in the classroom, and critical analysis with dissemination of results. The findings indicated that the articulation between culture and mathematics contributed to students’ engagement, promoting meaningful learning of statistics and strengthening cultural identity and student protagonism. It was found that, when linked to students’ reality, mathematics teaching becomes more relevant, understandable, and emancipatory in the EJA context.