Ethnomathematics and the responsible subversion of its pedagogical action: an investigation based on three anthropological approaches

Milton Rosa, Daniel Clark Orey

Resumo


This theoretical article primarily reflects upon the many points of view from an ongoing research in ethnomathematics and its connections to the responsible subversion of its pedagogical action. Furthermore, there is a discussion on mathematical ideas, procedures, and practices related to the anthropological approaches — emics (local/insiders) and etics (global/outsiders) — in order to understand the dialogic approach (emic-etic/glocal) needed for the development of an ethnomathematics research. The researchers have observed that this aspect has been theorized in anthropological research for decades, having the emic, etic, and dialogic approaches as the means to provide a deeper understanding of the mathematical ideas, procedures, and practices developed in diverse contexts. Our analysis reveals that innovative pedagogical actions need to cope with existing mathematics curricula, in order that mathematical ideas, procedures, and practices can be understood. This article aims at contributing to a holistic understanding of the mathematical ideas, procedures, and practices developed by members of distinct cultural groups.

 


Palavras-chave


ethnomathematics; pedagogical action; responsible subversion.

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DOI: http://dx.doi.org/10.24109/2176-6681.rbep.100i254.3939

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Rev. Bras. Estud. Pedagog., Brasília, DF, Brasil. e-ISSN: 2176-6681

Licença Creative Commons A Revista Brasileira de Estudos Pedagógicos está licenciada com uma Licença Creative Commons Atribuição-NãoComercial 4.0 Internacional.

 

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