ETHNOMATHEMATICS: A TEACHING METHODOLOGY?

Abstract

Although Ethnomathematics emerged in the mid-1970s and there is now an increasing number of researches and events based on this theme, some distortions are still noticeable in so-called "ethnomathematical" proposals. In this scenario, the present paper starts from a recurring question: is Ethnomathematics a methodology to teach Mathematics? Thus, by means of a qualitative exploratory research, whose focus is on bibliographic research published in the area, mainly from the dambrosian perspective, we aim at discussing and answering this question. The results point out that the consideration of Ethnomathematics as a teaching methodology goes beyond the practices developed by teachers, and is a problem that permeates the training of teachers. However, this research shows that the Ethnomathematics perspective and its scope in the proposition of pedagogical practices is not consistent with a methodology for the teaching of mathematics, bringing contributions to researchers and professionals in the field.