Desafios e possibilidades do ensino remoto na perspectiva do programa etnomatemática
DOI:
https://doi.org/10.23899/relacult.v7i3.2218Keywords:
Espaços socioeducativos, Espaços Urbanos, Etnomatemática, EtnografiaAbstract
Challenges and possibilities of remote learning from the perspective of the ethnomathematics program
This study proposes to disseminate an excerpt from a dissertation research that sought some reflections on the relationship of knowledge experienced and produced in non-school socio-educational spaces in the community of São Domingos and São Mateus (Sorriso/MT) in the search for a dialogue between the educational possibilities that are outlined within these inhabited spaces, from the perspective of the ethnomathematics program proposed by D'Ambrosio (2019, 2020) and in the settings of remote education in times of pandemic established in the world in 2020. It is a qualitative investigation in defense that in the development of the human being, the human species is identified with the acquisition of behavioral styles and knowledge to survive and transcend in the different environments it occupies, addressing the experiences of social groups in the inhabited spaces discussed by Certeau (2012) . The information was produced through observations, conversations, audios and videos in moments experienced in the houses, streets and squares of the neighborhoods where the students live. We seek in ethnography the concern with the meaning that actions and events have for the people or groups studied. The reflections we carry out in the face of a pandemic are that education was affected in the way of teaching and learning, that places to learn go beyond the walls of schools. With a stance based on ethnomathematics, we guarantee the importance of the community, seeking to connect mathematics and other sciences with the cultural, social, political and philosophical context of social groups.
Key words: Socio-educational spaces; Urban Spaces; Ethnomathematics; Ethnography.
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