AFFECTIVE ETHNOMATHEMATICS AND AGROECOLOGY IN THE INTERACTION BETWEEN SCHOOL AND RURAL FAMILIES

Abstract

This study investigates the intersection between Affective Ethnomathematics and Agroecology in Rural Education, aiming to analyze how affective bonds and local knowledge contribute to the teaching and learning of mathematics in the relationship between school and rural families. The methodology adopted was qualitative, with ethnographic inspiration, using participant observation and semi-structured interviews with parents of students, whose data were analyzed using content analysis. The main results demonstrated that mathematics is deeply rooted in the daily practices of communities, such as planting and harvesting, and is laden with cultural and emotional meanings. The proposed integration strengthened the ties between school and families, transformed the perception of mathematics from an abstract discipline into a living and contextualized knowledge, and promoted the self-esteem and active participation of students. It is concluded that this approach, anchored in affection and the dialogue of knowledge, humanizes the educational process, values peasant identity, and proves to be a powerful tool for transformative and meaningful education.