Ethnomathematics in Action : Mathematical Practices in Brazilian Indigenous, Urban and Afro Communities

This book presents a collection of ethnomathematical studies of diverse mathematical practices in Afro-Brazilian, indigenous, rural and urban communities in Brazil. Ethnomathematics as a research program aims to investigate the interrelationships of local mathematical knowledge sources with broader universal forms of mathematics to understand ideas, procedures, and practices found in distinct cultural groups. Based on this approach, the studies brought together in this volume show how this research program is applied and practiced in a culturally diverse country such as Brazil, where African, indigenous and European cultures have generated different forms of mathematical practice. These studies present ethnomathematics in action, as a tool to connect the study of mathematics with the students’ real life experiences, foster critical thinking and develop a mathematics curriculum which incorporates contributions from different cultural groups to enrich mathematical knowledge. By doing so, this volume shows how ethnomathematics can contribute in practice to the development of a decolonial mathematics education.__Ethnomathematics in Action: Mathematical Practices in Brazilian Indigenous, Urban and Afro Communities__ will be of interest to educators and educational researchers looking for innovative approaches to develop a more inclusive, democratic, critical, multicultural and multiethnic mathematics education. Front Matter ....Pages i-xiv Front Matter ....Pages 1-1 An Overview of Diverse Mathematical Practices in Brazil: An Ethnomathematical Perspective in Action (Milton Rosa)....Pages 3-22 Front Matter ....Pages 23-23 African-Based Cultural Practices and Mathematical Practices: Decolonizing Knowledge (Evanilson Tavares de França, Jackeline Rodrigues Mendes)....Pages 25-40 The Mandira Quilombola Community and the Production of an Anthropophagic Identity (Diego de Matos Gondim, Roger Miarka)....Pages 41-56 African and Afro-Brazilian Roots for Mathematics Teaching: Decolonize the Curriculum (Cristiane Coppe de Oliveira, Ana Paula Santos)....Pages 57-67 Front Matter ....Pages 69-69 Ethnomathematics in the Brazilian Indigenous Context (José Roberto Linhares de Mattos, Sandra Maria Nascimento de Mattos)....Pages 71-90 Knowledge Networks in the Training of Indigenous Mathematics Teacher (Maria Aparecida Mendes de Oliveira)....Pages 91-109 Ethnomathematics Research on Indigenous Peoples’ Knowledge and Practices (Maria Cecilia Fantinato, Kécio Gonçalves Leite)....Pages 111-137 Front Matter ....Pages 139-139 Intertwining the Ethnomathematics and the Deaf Culture to Promote Financial Education for Deaf Students (Rodrigo Carlos Pinheiro, Milton Rosa)....Pages 141-160 Practices in Ethnomathematics, University, and Basic Education Schools: Possible Interconnections (Ieda Maria Giongo, Márcia Jussara Hepp Rehfeldt, Marli Teresinha Quartieri)....Pages 161-175 Front Matter ....Pages 177-177 Research in Ethnomathematics in the Context of the Professional Master’s Degree: An Analysis of Five Theses Developed at UFRN (Paulo Gonçalo Farias Gonçalves, Francisco de Assis Bandeira)....Pages 179-195 Unity in Differences: Reflections on the Doing of Ethnomodelling and Dialogue Through Connecting Ethnomathematics and Modelling (Daniel Clark Orey, Diego Pereira de Oliveira Cortes)....Pages 197-209 An Analysis of the Subjection of (Ethno)Mathematical Knowledge in the Study Plan of Brazil’s Landless Workers’ Movement (Línlya Sachs, Amanda Araújo Coelho Nogueira)....Pages 211-226 Front Matter ....Pages 227-227 Concluding Remarks About Diverse Mathematical Practices in the Brazilian Context in an Ethnomathematical Perspective: Past, Present, and Future (Cristiane Coppe de Oliveira)....Pages 229-239 Back Matter ....Pages 241-252 This book presents a collection of ethnomathematical studies of diverse mathematical practices in Afro-Brazilian, indigenous, rural and urban communities in Brazil. Ethnomathematics as a research program aims to investigate the interrelationships of local mathematical knowledge sources with broader universal forms of mathematics to understand ideas, procedures, and practices found in distinct cultural groups. Based on this approach, the studies brought together in this volume show how this research program is applied and practiced in a culturally diverse country such as Brazil, where African, indigenous and European cultures have generated different forms of mathematical practice. These studies present ethnomathematics in action, as a tool to connect the study of mathematics with the students’ real life experiences, foster critical thinking and develop a mathematics curriculum which incorporates contributions from different cultural groups to enrich mathematical knowledge. By doing so, this volume shows how ethnomathematics can contribute in practice to the development of a decolonial mathematics education. Ethnomathematics in Action: Mathematical Practices in Brazilian Indigenous, Urban and Afro Communities will be of interest to educators and educational researchers looking for innovative approaches to develop a more inclusive, democratic, critical, multicultural and multiethnic mathematics education.