REVIEW OF STUDIES ON ETHNOMATHEMATICS AND QUILOMBOLA EDUCATION: HOW QUILOMBOLA COMMUNITIES USE AND TEACH MATHEMATICS IN THEIR CULTURAL CONTEXTS

Abstract

This article aims to review studies on ethnomathematics and quilombola education, focusing on how quilombola communities use and teach mathematics in their cultural contexts. The methodology used has a qualitative approach, using bibliographic research as an instrument for data collection. It is noteworthy that quilombola education integrates cultural practices and traditional knowledge of quilombola communities, but it faces significant challenges in valuing and including these practices in the formal school curriculum. In this difficult scenario, ethnomathematics offers a promising approach to connecting mathematics with specific cultural contexts. The review of studies on ethnomathematics and quilombola education reveals the richness and complexity of mathematical knowledge present in quilombola communities, highlighting the importance of integrating this knowledge into the school curriculum, promoting a more inclusive and relevant education for these cultural contexts. As a result, we see that the similarities between the reviewed texts, such as the use of theorists such as Ubiratan D'Ambrosio and Paulo Freire, indicate a consensus on the importance of ethnomathematics as a pedagogical tool for sociocultural valorization. However, the methodological and focus differences between the studies point to the diversity of possible approaches and the need for continuous investigation and dialogue between researchers and educators. The methodological limitations identified, such as superficiality in some aspects and the need for greater depth in others, reinforce the importance of careful and rigorous research and the need for further studies and research in the area, which enable new approaches.