A tomada da Matemática Euro/Ocidental como reapropriação/reparo
Resumo
Reorientando a Etnomatemática, longe de recuperar ou celebrar epistemologias perdidas pela colonização, propomos a necessidade de posicionar os conhecimentos locais como as autoridades que reorientam as tradições matemáticas ocidentais a serviço das culturas e das preocupações locais. Com base em vários romances pós-coloniais, nos quais um mundo dividido e um conflito de tradições estão no centro do personagem, da trama, da política e da condição humana (O Xará escrito Jhumpa Lahiri, O Norte do Amanhecer escrito por Nuruddin Farah) e, aplicando a obra de Ligia (Lichio) Lopez, na construção da indigeneidade como uma forma de colonialidade, instigamos a utilização de uma metáfora para entender e interpretar a educação matemática por meio do prisma da Etnomatemática. Alguém pode usufruir os privilégios da civilização ocidental e ainda assim perceber a resistência nesse processo de aculturação como uma ação positiva de afirmação? Quais são os custos correspondentes para qualquer escolha? E os alunos — principalmente fora do sistema convencional — na escola que, muitas vezes, enfrentam um dilema semelhante?
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