Etnomatemática e decolonialidade na formação docente: diagnóstico crítico e proposições para o currículo do curso de Ciências: Matemática e Física do ICET/UFAM

Abstract

From Prescribed to Silenced Curriculum: the curricular structure of the Licentiate Degree in Sciences: Mathematics and Physics at ICET/UFAM is the object of investigation of this research, which aimed to analyze to what extent the official course documents incorporate or silence the perspectives of Ethnomathematics and Decoloniality. Specifically, it sought to: characterize the workload distribution and training cores defined in the Pedagogical Project; diagnose the epistemological orientation of the subjects through contextualization categories; investigate terminological silencing and the invisibility of ethnic-racial legislation in official documents; and elaborate a curricular intervention plan that promotes dialogue with Amazonian knowledges. This is a mixed-methods study (qualitative and quantitative) of a documentary nature, anchored in the theoretical contributions of Ethnomathematics and Decoloniality, using descriptive statistics to measure curricular trends. The data production instruments were the documentary analysis of the 2007 Course Pedagogical Project (PPC) and the systematic examination of the syllabi of seventy-eight subjects. For data analysis, the Content Analysis technique was used, configured as a hermeneutic reading of absences and presences in curricular descriptors. The studies revealed that the curricular architecture is marked by structural rigidity and a content-focused hegemony, where the majority of subjects ignore the Amazonian sociocultural reality, demanding a pedagogical insurgency materialized in the proposal for the creation of specific curricular components and the transversal revision of exact science syllabi for the effective decolonization of teacher training.