Formação intercultural de professores de Matemática do segundo ciclo do ensino secundário no contexto sociocultural Umbundu/Bié numa perspectiva da Etnomatemática

Abstract

This work seeks to study the ways of life and cultural artifacts of the Umbundu/Bié-Angola people for the intercultural training of 2nd Cycle high school teachers, aiming at contextualizing the contents in a cultural dimension in light of Ethnomathematics. The original vision that underlies the study promoted in this work opens paths for certain implications and commitments to the production of knowledge and experiences sustained by beliefs, myths, behaviors and historical narratives of the ways that influenced the lives of these people, embodied in the ways of survival. and in the desire to affirm their ways of being and existing in the world. The aforementioned study is aimed at answering the following guiding question: How can the mobilization of cultural artifacts in the Umbundu/Bié-Angola context contribute to the intercultural training of Mathematics teachers in the second cycle of secondary education? To this end, ethnographic research focused on interactions with the community was adopted, as well as participant observation and the carrying out of non-standardized interviews oriented from the perspective of production with and not production about. The main theoretical framework includes the contributions of Ubiratan D’Ambrosio on Ethnomathematics, the political sense of resistance against colonial domination by Agostinho Neto, reflected in his poems and cultural identity in the view of Mia Couto. Furthermore, Milton Rosa and Daniel Orey's Ethnomodeling is considered for the dialogue between the mathematics of culture and that of school. To carry out teaching activities that prioritize the aforementioned dialogue, Luís Radford's Theory of Objectification is used. The results of the research indicate knowledge produced through cultural artifacts, which were worked on by students in the school environment, exalting the dignity and power of culture and the political and social rights that have long been imprisoned by the dominant culture. In view of this, the joint work consolidated the intrinsic precepts of community education in the culture, contributing to the process of subjectivation of these teachers, as well as the recovery of autonomy, cultural identity and awareness of this identity