ETHNOKNOWLEDGE IN THE QUILOMBOLA COMMUNITY OF PAUS ALTOS-BA THROUGH THE LENS OF ETHNOMATHEMATICS

Abstract

The Black population bears deep marks of struggle and resistance in the face of historical racism and discrimination. In this context, quilombos emerged, redefining knowledge and practices originating from Africa, adapting them to the conditions of Brazilian lands during the colonization process. This knowledge constitutes the so-called quilombola ethno-knowledge, representing a legacy of cultural and intellectual production passed down from generation to generation. Therefore, this article aims to reflect on the ethno-knowledge present in the quilombola community of Paus Altos, located in the municipality of Antônio Cardoso, Bahia, and discuss how this knowledge can contribute to the development of meaningful pedagogical practices in mathematics teaching, from the perspective of ethnomathematics. In this context, the ethnomathematics perspective is adopted as the basis for building more meaningful mathematics learning in quilombola schools, based on the appreciation of the traditional ethno-knowledge of this population. The methodology of this study comprised two complementary stages: initially, a bibliographic mapping was conducted focusing on works on ethno-knowledge in quilombola communities and its relationship with mathematics teaching, resulting in the selection of two relevant dissertations. Subsequently, field research with an ethnographic approach was conducted, involving systematic observations in community spaces, participation in local meetings, and informal conversations with residents, recorded in a field diary. The aim was to identify sociocultural practices that demonstrate mathematical knowledge present in quilombola daily life. The results highlighted elements of local culture that can support the development of contextualized pedagogical plans for mathematics teaching.