ETHNOMATHEMATICS AS AN ECOLOGICAL AND ANTI-RACIST PRACTICE IN TEACHING MAGNITUDES AND MEASUREMENTS

Abstract

This article discusses the teaching of quantities and measurements from the perspective of Ethnomathematics as an ecological and anti-racist practice. It argues that school mathematics, often decontextualized and Eurocentric, disregards traditional knowledge present in everyday activities. It defends the idea that integrating sociocultural experiences into modernized teaching can promote anti-racist learning, strengthen identities and contribute to racial justice and environmental sustainability. The research, based on a systematic literature review, revealed a scarcity of studies that simultaneously articulate Ethnomathematics, Ecology, and Anti-racist Education, indicating a scientific and pedagogical gap. The text proposes investigative teaching practices, valuing the knowledge and practices of traditional communities, indigenous communities, quilombola communities, riverside communities, etc., and critical teacher training, reaffirming the school as a space for dialogue, recognition, and social transformation. It concludes that this approach redefines the teaching of quantities and measurements and can contribute to a more inclusive and equitable mathematics education.