Pedagogical practices in educational spaces with a decolonial approach

• DOI: https://doi.org/10.22533/at.ed.5584624210210

• Palavras-chave: southern epistemology; Decoloniality; Ethnomathematics

• Keywords: southern epistemology; Decoloniality; Ethnomathematics

• Abstract:

  This article presents the interdisciplinary proposal developed by teachers at Escola Profº Drº Valter Paulino Estevam, who inserted Afro-Amerindian cultural practices into mathematics teaching, highlighting non-hegemonic knowledge in school education. With a theoretical focus on decoloniality and Ethnomathematics, this qualitative research opposed the traditional form of teaching, based on a Eurocentric epistemology by appreciating the contributions of Afro-Amerindian knowledge in mathematical learning. The teachers' observations were in two classes in the 9th year of elementary school (14-15) and found that the application of this pedagogical resource resulted inreconstruction of narratives and attitudes contrary to hegemonic thinking, in the emancipation and inclusion of students with difficulties in learning mathematics and theconstruction of alternative knowledge, towards equity and a new organization of society open to diversity.