ETHNOMATHEMATICS AS A SUBVERSIVE AND RESPONSIBLE PROGRAM FOR THE PEDAGOGICAL ACTION IN TEACHER EDUCATION
FROM THEORY TO PRACTICE
DOI:
https://doi.org/10.20873/riecim.v1i2.12739Keywords:
Pedagogical Action, Ethnomathematics, Teacher Education, Continuing EducationAbstract
The proposal of Ethnomathematics for initial and continuing teacher education courses is in tune with current trends in Mathematics Education, as it helps these professionals in the investigation of mathematical practices that occur in different contexts. This approach aims at the elaboration of contextualized curricular mathematical activities in the ethnomathematics perspective. Thus, it is important that pedagogical action of ethnomathematics is related to the use of problem situations linked to the cultural background of these professionals and their students through the insertion of locally developed mathematical procedures. The main objective of this theoretical article is to show educational possibilities based on the principles of subversion responsible for the development of a critical, reflexive and constructivist pedagogical action for these courses.
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