Estado da Arte das pesquisas acadêmicas brasileira sobre Etnomatemática e formação de professores (de 2006 a 2016)

• Ano de defesa: 2019
• Autor(a) principal: Dall’Agnol, Luzitânia
• Orientador(a): Ag Almouloud, Saddo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Faculdade de Ciências Exatas e Tecnologia
• País: Brasil
• Palavras-chave em Inglês: Etnomatemática; Professores - Formação; Professores de matemática - Formação profissional; Ethnomathematics; Teachers - In-service training; Mathematics teachers - Occupational training
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/22773

In order to address the contribution of Ethnomathematics to Teacher Training, this study reports an investigation of the state-of-the-art of Brazilian research developed from 2006 to 2016. To this end, investigations focusing both on Ethnomathematics and on the training of Mathematics teachers were charted. A few categories emerged from the analysis of these studies, including: Initial Professional Education of Teachers; Ethnomathematics and Continuing Education of Mathematics Teachers (with subcategories Mathematics teacher; Indigenous teacher; Documentaries); and Ethnomathematics and Continuing Education of Teachers who Teach Mathematics. The studies revealed that many teachers include the Ethnomathematics Program in their pedagogical practice as a methodological tool and recognize the importance of contextualizing the teaching of Mathematics in combination with sociocultural knowledge and practices