Epà Èṣù: láròyé abre os caminhos e anuncia o terreiro de candomblé enquanto um afroetnoambiente matemático possível

Abstract

Teaching Mathematics in a conventional manner has become increasingly challenging, making it imperative to seek mechanisms that effectively engage students. The traditional approach, centered on memorizing formulas and procedures, often fails to promote a deep understanding of mathematical concepts, lacking context and practical application, resulting in monotonous and demotivating learning. To overcome these limitations and break away from conventional teaching methods, it is proposed to use the Terreiro de Candomblé as a practical environment for teaching the subject. Candomblé is an Afro-Brazilian religion that worships the àwọn Òrìṣà - deities representing the forces of nature -, it formed in Brazil during the slavery period through the convergence of various African cultures, regrouped as one. Besides its spiritual aspect, Candomblé has a rich cultural tradition, playing a crucial role in preserving Afro-Brazilian identity and culture. In this context, the aim is to understand which cultural knowledge from the Terreiro de Candomblé can contribute to the teaching of Mathematics. For this purpose, ethnographic was employed to integrate and interact with the community of Ilé Alákétu Àsè Ómí T’Ògún, a Candomblé Terreiro located in Vitória da Conquista, Bahia, under the care of Bàbálórìṣà Loro ty Òṣògìyán, in order to collect the necessary data for this research. This study is of a qualitative ethnographic nature, focusing on the cultural aspects of the Terreiro's reality that cannot be quantified. Using Ethnomathematics as a research program, it was possible to identify Candomblé as an Afroethnoenvironment, an Afro-Brazilian cultural environment focused on the intentionality of learning. Ethnomathematics aims to understand the knowledge and practices of others. From this perspective, the kitchen of the Terreiro proved to be the best place for observations, based on the premise that the religion revolves around food. Observations in this space allowed the identification of mathematical aspects in the preparation of àkàsà and ẹbọ oká, foods offered to the àwọn Òrìṣà, as well as in the clapping rhythms known as pawọ́. These elements can be explored to teach geometry, arithmetic, proportions, statistics, and other mathematical concepts in a practical and relevant way. Besides making learning more interesting and connected to the students' reality, teaching Mathematics from the cultural context of the Terreiro de Candomblé allows students to see themselves represented in the school curriculum. This approach is in line with the guidelines set out in Law 10.639/2003, which makes the teaching of Afro-Brazilian history and culture mandatory in the official curricula of the education system, promoting a more humanized, inclusive, and diverse education.