Etnomatemática na educação básica: uma revisão sistemática das comunicações orais do 7º CBEM

Abstract

This study aims to conduct a systematic review of the oral communications presented in Thematic Axis 2: "Ethnomathematics in Basic Education" during the 7th National Congress of Ethnomathematics (CBEM). The research is characterized as qualitative, of a bibliographic nature, based on a systematic review methodology. Initially, a theoretical discussion about the Ethnomathematics Program is presented, highlighting its foundation, objectives, and its presence in the curricular guidelines of Basic Education, especially the National Common Curricular Base (BNCC), the Curriculum Document of the Maranhão Territory (DCTMA), and curricular proposals of São Luís/MA. Then, the methodological procedures used for the selection, analysis, and organization of the oral communications are described. The research results were organized into three axes: mapping the scientific productions found, identifying the mathematical knowledge objects addressed, and analyzing the pedagogical practices reported in the authors' experiences. The data reveal a diversity of mathematical knowledge objects explored - such as percentage and rule of three, fundamental operations of mathematics, fraction, linear function, geometric shapes, units of measurement, etc. - and pedagogical strategies that value cultural knowledge, local experiences, and the protagonism of students. It is concluded that Ethnomathematics constitutes a relevant pedagogical approach by promoting contextualized, inclusive, and meaningful teaching, reinforcing the connection between Mathematics, culture, and social reality in Basic Education