Etnomatemática no rizoma amazônico: o ensino-aprendizagem da matemática com recursos regionais

Abstract

This study examines how ethnomathematics can transform mathematics teaching, particularly within the Amazonian context, based on the concept of the “Amazonian rhizome,” which represents the cultural and ecological diversity of the region. The research argues that mathematics education should engage in dialogue with local knowledge systems, making learning more meaningful and socially contextualized for students. The central objective is to understand the extent to which ethnomathematics contributes to the learning process by analyzing its theoretical foundations and identifying pedagogical practices that incorporate regional resources. This qualitative study is grounded in a bibliographic review and interpretative analysis, adopting a phenomenological approach that seeks to understand how learners construct meaning in mathematics learning within their cultural contexts. Additionally, the study proposes the development of didactic materials aligned with local culture, emphasizing the importance of respecting diverse forms of knowledge, integrating theory and practice, valuing cultural diversity, and promoting more accessible and context-connected mathematics education rooted in Amazonian lived experiences.