ETHNOMATHEMATICS IN THE AMAZON: PEDAGOGICAL PRACTICES AND TEACHER EDUCATION

Angela Paula da Silva Pessoa; Ádila Marta da Silva e Silva; Ana Claudia da Silva Barroso; José Leandro Santos Pessoa; Francisco Lúcio de Lira Mendonça; Allan Andrade de Souza; Liliane Coelho Ferreira Nascimento; Lucileni Maria Mendonça Sales; Edla dos Anjos Cardoso

Authors

Angela Paula da Silva Pessoa
Ádila Marta da Silva e Silva
Ana Claudia da Silva Barroso
José Leandro Santos Pessoa
Francisco Lúcio de Lira Mendonça
Allan Andrade de Souza
Liliane Coelho Ferreira Nascimento
Lucileni Maria Mendonça Sales
Edla dos Anjos Cardoso

Keywords:

Ethnomathematics, Rural Education, Teacher Education, Amazon, Traditional Knowledge

Abstract

Ethnomathematics has emerged as a relevant approach for contextualizing the teaching of Mathematics in specific sociocultural realities, such as the Amazon. This article aims to analyze the contributions of Ethnomathematics to Rural Education and to riverside communities, with an emphasis on pedagogical practices and teacher education. This is a qualitative study of a bibliographic nature, based on the analysis of scientific articles, dissertations, and theses that discuss the articulation between traditional knowledge and Mathematics teaching and learning processes. The results indicate that, although academic production on Ethnomathematics in the Amazon is still limited, there is consistent evidence of mathematical knowledge embedded in cultural practices such as agriculture, artisanal fishing, Brazil nut harvesting, and the production of utensils. It was also observed that teacher education constitutes one of the main challenges, due to the lack of specific preparation for working in Rural Education. It is concluded that Ethnomathematics represents a promising perspective for the construction of a critical, inclusive, and contextualized mathematics education, by valuing local knowledge and strengthening students’ cultural identity.

DOI: https://doi.org/10.56238/sevened2026.008-042