Entre cartografias, territórios e afetos, a possibilidade de uma escola outra: a dimensão ancestral como potência na aplicação da Lei 10639/2003, por uma educação (matemática) antirracista
The research in question delves into the investigation of how the Ethnomathematics Program, conceived on another dimension, the ancestral dimension, and permeated by the fundamental principles of ancestry, conceived under the concepts of body, sacredness, and territory, enables a deterritorializatio...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de São Carlos (UFSCAR) |
| Repositorio: | Repositório Institucional da UFSCAR |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufscar.br:20.500.14289/21316 |
| Acceso en línea: | https://repositorio.ufscar.br/handle/20.500.14289/21316 |
| Access Level: | acceso abierto |
| Palabra clave: | Programa etnomatemática Cartografia Filosofia da ancestralidade Tempo espiralar Dimensão ancestral Ethnomathematics program Cartography Philosophy of ancestrality Spiral time Ancestral dimension CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
| Sumario: | The research in question delves into the investigation of how the Ethnomathematics Program, conceived on another dimension, the ancestral dimension, and permeated by the fundamental principles of ancestry, conceived under the concepts of body, sacredness, and territory, enables a deterritorialization of the school territory, reterritorializing it as another school environment. The analysis focuses especially on the intersection between the Philosophy of Ancestry, the concepts developed by Eduardo Oliveira and Leda Maria Martins, delving deeply into how this approach enables the construction of a new perspective of mathematics and the school environment, both intrinsically linked to the multiplicity of cultural corporeal diversity – Ancestry - and the ethnic-racial consciousness of the sacred and time – spiral time. The research process unfolded in various stages. This included participation in a Teacher Training Course and also conducting technical visits to the municipalities of Ouro Preto (MG), Mariana (MG), and São Paulo (SP), as well as visits to the Dr. Fernando Alexandre State School, along with involvement in seminars and roundtable discussions developed at the school unit. The methodology adopted, based on cartography, enabled the delineation and mapping of movements resulting from the interaction between ancestry and the Ethnomathematics Program. The aim was to understand the potential of an education based on ethnic-racial relations, seeking through this process to create tangible instruments capable of promoting the possibility of deterritorialization of educational environments, fostering an anti-racist and emancipatory education. By transcending the boundaries of conventional school territories, local knowledge emerged as a rich and diversified tapestry of wisdom, often underestimated and excluded. This alternative educational perspective celebrates multiplicity, nurtures curiosity, and fosters resilience, enabling individuals to confront the challenges of the world of knowledge, wisdom, and ancestry. |
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