Etnomatemática e a pedagogia decolonial: uma narrativa autobiográfica de práticas de ensino no ensino médio

Abstract

This paper was developed for the Graduate Program in Education (PPGE) at the State University of Maranhão (UEMA) as part of the Master's in Education, following the research line on Teacher Education and Pedagogical Practices. The study aimed to analyze, from an autobiographical perspective, how pedagogical practices based on Ethnomathematics and Decolonial Pedagogy can decolonize mathematical knowledge. The research is grounded in a phenomenological approach, drawing on the works of Merleau-Ponty (1999) and Fiorentini et al. (2023). We present a study that first seeks to understand Ethnomathematics and its relationship with mathematical practices throughout human history. To explore the foundations of Decolonial Pedagogy, we rely on the theoretical contributions of Walter Mignolo, Catherine Walsh, and Aníbal Quijano, connecting them with the principles of Ethnomathematics. Our work is further supported by the writings of scholars such as Ubiratan D’Ambrósio, Beatriz D’Ambrósio, Gelsa Knijnik, Milton Rosa, Daniel Clark Orey, and Fantinato. Data analysis, based on the researcher-teacher’s notes, lesson plans, and memories, reveals that the integration of Ethnomathematics and Decolonial Pedagogy offers a pathway to transcend traditional teaching methods, which are often constrained by textbook biases. Furthermore, the autobiographical narrative highlights the central role of self-inquiry in the research process. By becoming the subject of her own study, the teacher demonstrates significant growth in her pedagogical practices. This critical reflection not only underscores professional transformation but also reveals core values in shaping her teaching identity, intertwining personal and epistemological dimensions. The final product is a Didactic Proposal Notebook for teaching Mathematics through an ethnomathematical approach, guided by the principles of Decolonial Pedagogy.