O ensino de matemática no contexto da educação escolar quilombola: um olhar sobre as práticas socioculturais

Abstract

This monograph presents the results of an exploratory qualitative research that followed the procedures of documental and bibliographic research. The objective of this study was to analyze how the teaching of Mathematics is worked in a quilombola school, in which it allows to verify if, and how, the sociocultural practices of the community are addressed (or not) in the teaching-learning process. To support the delimitation of the proposed objective, we bring two central questions: are the National Curriculum Guidelines for Quilombola School Education (Resolution no 08/2012/CNE/CEB) followed by the school/municipal network in the provision of school education for this community? If and how are sociocultural practices worked (or not) in the classroom for teaching Mathematics? Data collection was carried out through a document analysis and a semi-structured interview. The documents taken for this research were the study scripts of a quilombola school worked in remote teaching in the year 2021. The interview was carried out with the regent teacher who developed these scripts. The analyzes carried out indicate that the sociocultural practices of the quilombola community are partially addressed in the teaching of Mathematics. It is concluded that it is necessary to advance in guaranteeing the valorization of the sociocultural practices of these communities in the teaching-learning processes. With this research we hope to create a new look at the teaching of Mathematics, contributing so that sociocultural practices can be experienced and covered within the school context in quilombola communities.