Formação de professores quilombolas e o Programa Etnomatemática: repensando processos de ensino da Matemática

Érika Lúcia Ferreira de Jesus; Roberto Barcelos Souza

doi:10.20873/uft.2525-4863.2018v3n3p1064

Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics

Authors

Érika Lúcia Ferreira de Jesus Universidade Estadual de Goiás - UEG http://orcid.org/0000-0002-3617-231X
Roberto Barcelos Souza Universidade Estadual de Goiás - UEG http://orcid.org/0000-0001-6207-1830

DOI:

https://doi.org/10.20873/uft.2525-4863.2018v3n3p1064

Abstract

ABSTRACT. This article is carried out with the help of a teacher training workshop of the Education, Culture and Sport Sciences Program (SEDUCE). The program is directed to the quilombola communities that serve 1st year students of 9th grade. Primary Education and in the Education of Teenagers, Youth and Adults (EJA). The workshop made use of African games, such as: Tsoro Yematatu, Shisima and Oware. According to D'Ambrosio (1997, 1999, 2005, 2012), it is a strategy to make the slopes develop their potential and their mathematical abilities, thus understanding and transcending the other sociocultural environments. We are looking at the qualitative approach. As an instrument for the constitution of data that represent the elements that potentiate a continuous formation of Mathematics teachers, the use of a questionnaire at the end of the workshop. The evaluation of tracking metological measures to the teaching of teaching statistics which are to promote the differential and whoognects or cognitive to visine autodispersible, need-to-shear in the subject, in action to education.

Palabras clave: Programa Etnomatemáticas, Quilombolas, Juegos Africanos.

Downloads

Download data is not yet available.

Author Biographies

Érika Lúcia Ferreira de Jesus, Universidade Estadual de Goiás - UEG

Possui graduação em Matemática pela Universidade Estadual de Goiás (2016). Ex-Bolsista do Programa Institucional de Bolsa de Iniciação à Docência (2014-2016)

Roberto Barcelos Souza, Universidade Estadual de Goiás - UEG

Licenciado em Matemática (UFG), Mestre em Educação em Ciências e Matemática pela Universidade Federal de Goiás (UFG) e Doutor em Educação Matemática pela (UNESP/RIO CLARO), sob orientação do Professor Ubiratan DAmbrósio. Professor do Curso de Licenciatura em Matemática da Universidade Estadual de Goiás (UEG) Campus de Quirinópolis. Professor do Programa de Pós-graduação Stricto Sensu em Ensino de Ciências - Campus Henrique Santillo e professor colaborador no Programa de Pós-graduação Stricto Sensu Educação em Ciências e Matemática UFG. Coordenador de Gestão PIBID-UEG e Coordenador Pedagógico da Universidade Estadual de Goiás - Campus Quirinópolis. Como Linha de Pesquisa: Programa Etnomatemática; Formação de Professores e processos de ensino e aprendizagem de Matemática.

Downloads

Published

2018-12-07

How to Cite

Ferreira de Jesus, Érika L., & Souza, R. B. (2018). Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics. Brazilian Journal of Rural Education, 3(3), 1064–1083. https://doi.org/10.20873/uft.2525-4863.2018v3n3p1064

Download Citation

Issue

Vol. 3 No. 3 (2018): Set./Dez.

Section

Articles

License

Proposal for Copyright Notice Creative Commons

1. Policy Proposal to Open Access Journals

Authors who publish with this journal agree to the following terms:

A. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing the work with recognition of its initial publication in this journal.

B. Authors are able to take on additional contracts separately, non-exclusive distribution of the version of the paper published in this journal (ex .: publish in institutional repository or as a book), with an acknowledgment of its initial publication in this journal.

C. Authors are permitted and encouraged to post their work online (eg .: in institutional repositories or on their website) at any point before or during the editorial process, as it can lead to productive exchanges, as well as increase the impact and the citation of published work (See the Effect of Open Access).