Professores da Educação Primária trabalhando em fronteiras Matemáticas

  • Carlos Alfonso López Leiva University of New Mexico
Palavras-chave: Professores da Educação Básica em formação, Etnomatemática, Pontes entre Matemática e experiências quotidianas, Matematização, Educação Matemática culturalmente responsável


Usando a metáfora da fronteira para retratar a separação que geralmente existe entre a matemática ensinada na escola e a vida dos alunos, este artigo descreve os processos que um grupo de professores da Educação Primária em formação (PFEB) experimentou para aprender sobre os seus alunos e unificar esses limites. A análise do conteúdo das atividades matemáticas e as reflexões que os PFEB desenvolveram num curso de métodos de ensino de Matemática revelaram que, embora eles afirmassem que o processo de criação de pontes entre Matemática e as experiências quotidianas transformou o seu autoconceito e confiança na Matemática e no ensino, eles usaram principalmente os seus próprios conhecimentos e experiências para desenvolver essas atividades, mais do que as de seus alunos. Possibilidades para gerar abordagens etnomatemáticas mais genuínas são discutidas.


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LÓPEZ LEIVA, C. A. Professores da Educação Primária trabalhando em fronteiras Matemáticas. Revemop, v. 2, p. e202005, 4 mar. 2020.
Perspectivas internacionais da Etnomatemática: da pesquisa à prática