Ethnomathematics in the EJA: a study on the possibilities and contributions from the annals of the National Meeting of Mathematics Education

Abstract

The aim of this article is to identify the possibilities and contributions of working with Ethnomathematics in Youth and Adult Education (EJA) based on the annals of the National Meeting of Mathematics Education (ENEM). A bibliographical study was carried out based on a qualitative research approach. Among the possibilities for working with ethnomathematics in the EJA, we can highlight that they start from situations and practices that are often in students' own context, for example, working as a bricklayer and carpenter, building handicrafts, simply going to a supermarket to do some shopping and agricultural activities. When we consider these practices, we notice some contributions, such as: valuing culture and consequently greater student interaction in the teaching and learning process; teaching and learning becoming more meaningful, regaining the self-esteem of those involved and including people from different backgrounds and levels. In light of the study, we understand that it is necessary to consider Ethnomathematics in the EJA, as it allows students to be engaged and brought into the debate and learning of mathematical concepts, mainly because it takes into account the practices and realities of the students themselves.