Afroetnomatemática como alternativa para enfrentamento de prática racistas no ambiente escolar

Abstract

The processes of Brazilian colonization left marks that are expressed as the basis of structural racism, which also shapes and reproduces racism in the dynamics of institutions, directly implying education. In this context, this research aims to “investigate and reflect on the role of Afroethnomathematics in approaching ethnic racial relations and in valuing African mathematics in mathematics classes”. For this, the theoretical discussion deals with the dimensions of racism in Brazil, mathematics and coloniality, Afroethnomathematics and mathematics of African culture, with emphasis on mathematical ideas originating in Africa, more specifically Sona geometry, in addition to a brief analysis of the documents of the BNCC and Gaucho Curriculum Reference with regard to ethnic-racial relations. The methodology chosen has a qualitative approach. Data production took place through participant observation and interview questionnaires, applied together with training on the subject of Afroethnomathematics for teachers who teach mathematics in public schools in Bagé. The results showed the urgency around educational alternatives that are concrete ways to face racism in our society and that Afroethnomathematics has the potential to fulfill a transforming role in educational institutions, with regard to the construction of an educational program to confront racismo. racist practices.