ETHNOMATHEMATICS AS A SCIENCE AT THE SERVICE OF CULTURAL RESCUE

Abstract

The present objective is to discuss and reflect on how Ethnomathematics is allied to Critical Mathematics Education and responds to the concerns brought by a critical and post-critical perspective of the curriculum. As theoretical bases, the researches of Ubiratan D'Ambrosio, Olé Skovsmose and Tomaz Tadeu da Silva stand out. The study of curriculum theories allows us to analyze how new trends in Mathematics Education arise from new social demands and tend, for the most part, to question and respond to a certain dominant group, based on the recognition and appreciation of a group's knowledge/doing of Mathematics. with a view to producing meanings for mathematical concepts culturally constructed by other groups. Ethnomathematics is used as a science to rescue the mathematical knowledge/doing of different identifiable cultural groups, favoring the decolonization of this disciplinary field and the development of a multicultural Mathematics Education. Interweaving Ethnomathematics and Critical Mathematics Education makes us realize how Mathematics Education is also a space for self-productions capable of generating meaningful education, aimed at respecting identities and generating spaces for voices that were previously despised.