A etnomatemática como possibilidade de aplicação da Lei n°10.639/03: percepções de docentes de matemática

Abstract

The article addresses Ethnomathematics as a pedagogical tool for the implementation of Law No. 10.639/03, which establishes the mandatory teaching of Afro-Brazilian and African history and culture. The study was conducted with five mathematics teachers from a public school in western Bahia and aimed to analyze their perceptions of ethnomathematics as a potential tool for implementing Law No. 10.639/03. The study's methodology was based on a qualitative approach, which included discussion groups and activities that linked mathematical concepts to elements of Afro-Brazilian culture, such as bartering and braiding. The results revealed a significant shift in the teachers' initial perception, who began to recognize ethnomathematics as an effective approach for promoting student engagement and combating racism. The research demonstrated that valuing students' cultural knowledge strengthens their sense of belonging and makes mathematics more relevant. However, the study also identified challenges in implementing Ethnomathematics, such as initial resistance from some students and a lack of institutional support, including the absence of ongoing training and teaching materials. The study concludes that, although Ethnomathematics is a promising approach for making mathematics teaching more meaningful and implementing Law No. 10.639/03, its consistent application depends on adequate structural support for teachers.