Etnomatemática no campo: aquisição e operacionalização de saberes matemáticos por pessoas não escolarizadas.

Abstract

In this study, we discuss the acquisition process and operationalization of mathematical knowledge produced and mobilized by illiterate people from the countryside of Icozinho-CE, adopting Ethnomathematics as a central theme in the field. In this sense, we seek to introduce the processes that allow the construction and mobilization of mathematical knowledge from the social contexts, political, economic, historical and cultural experiences of illiterate people, in view of the factors that permit the development of mathematical thinking through the world of work. Our goal is to understand the acquiring process and operationalizing the ethnomathematical knowledge of not literate workers from the community of Icozinho-CE. And, like this, we have established as a question of research the following inquiry: How does the acquisition process and mathematics mobilization occurs in adults and elderly experiences who are not literate in the community of Icozinho-Ceará? Theoretically we based on authors such as D´Ambrosio (2018; 2013; 2005; 1996); Bandeira (2016); Fernandes (2014); Garnica e Souza (2012); Carraher, Carraher e Schliemann (2011); Foucault (2010; 2007; 2005; 2002); Brandão (1995; 1986), among others. As a methodological pathway, we adopted qualitative research, using ethnographic procedures. As data collection instruments and procedures, we opted for experiential approach, collected by means of individual interviews; systematic observation; field diary. The analysis of the collected data was based on discourse analysis within the meaning of Foucault (2007; 2002), understanding the production of discourse from the historical, cultural, political and economic contexts that organize its constitution. The research carried out, the results found show the acquisition and operationalization of mathematical knowledge of people not literate as processes constituted from the childhood of each collaborator, being the acquisition linked to the work developed in the field by the family context of each subject and the operationalization associated with the way mathematical knowledge is mobilized daily through the professional practices experienced.