A etnomatemática e o pensamento decolonial:

Abstract

This research is part of the research line Science and Mathematics Teaching, cognition and curriculum, of the Graduate Program in Science and Mathematics Teaching (PPGecim), at Universidade Federal do Norte do Tocantins (UFNT). This research had as its initial motivation the curiosity about Ethnomathematics and how it could contribute to the teaching of Mathematics in the process of cultural strengthening. The developed study sought to investigate and reflect on the possibilities of articulation between Decolonial Thought, Ethnomathematics and Mathematics Learning. The central problem of research is as follows: How have the curricular documents (National Base of Commom Curriculum (BNCC) and the Tocantins Curriculum Document (DCT)) been implemented in the teaching of Mathematics in two public schools located in the city of Palmas-TO? In association with this issue, we sought as a general objective of the research: to understand the implementation of the BNCC and DCT curriculum documents for the teaching of Mathematics in two public schools located in the city of Palmas-TO. This research consisted of a qualitative research approach, based on the methodology of the

Case Study type. The research was carried out in two public schools in the city of Palmas- TO with 8 Mathematics teachers, being performed in three moments: Application of a

questionnaire via Google Forms, interviews via Google Meet and/or face-to-face and study of the meanings produced regarding the implementation of the BNCC and DCT curriculum documents. We point out that the dialogue between the Ethnomathematics Program and Decolonial Thinking move towards a perspective that expresses a different way of reading the world and understanding reality, allowing to de-subalternize knowledge and expand decolonial horizons. Together, they make it possible to create a third space for analyzing and reading the world, in such a way that this third space does not mean a simple mixture of the two theoretical strends, but an overcoming of what each of these perspectives can offer for conducting a teaching and learning process that aims at an emancipatory and libertarian education. Regarding the implementation of curriculum documents, it is clear that the contextualization presented in the BNCC directs learning towards a labor training, based on the development of competences with a normative character that approaches a neoliberal conception and coloniality. As for the results of the questionnaire and interviews with teachers, we observed that even with pressure from government agencies to implement the official curriculum in the way it was presented, teachers resist with actions of sociocultural strengthening and emancipation with the student. Thus, with this research, we seek to discuss ways to break the European authoritarianism and epistemic hegemony that have historically dominated and imposed a single way of thinking about education in the global south via curricular documents.