A matemática do cotidiano do campo versus a matemática escolar.

Abstract

This work grew out of concerns arising from our experience in the teaching of mathematics in primary school. Its perspective encourage the teaching and learning of mathematics in context, taking into account different definitions of context. The main theme is the busiest explicit mathematical knowledge in daily " the man of the countryside" and the confrontation with the mathematical knowledge promoted in school. In developing this work we emphasize some narrative accounts of experiences lived while originating in the countryside, where the management of mathematical knowledge and practices typical settling in a traditional process, from generation to generation. Used as a theoretical basis, studies of mathematics educators in their work addressing contextualization and also Ethnomathematics in order to scale the role of such knowledge in the subject formation , valuing knowledge and pre - established practices.