Mathematics and the knowledge of Terreiro Peoples: a necessary dialogue for Teaching / Learning practices
Teaching. Mathematics. Ethnomathematics. Umbanda. Cultures.
The present dissertation, incomplete, investigates the ethnic, cultural and religious differences of the People of Umbanda in the teaching / learning relations of Mathematics in the context of Brazilian education. Reflecting on cultural studies in Mathematics Education, it addresses an increasingly urgent demand, both at the academic level and in school practice, considering the need to implement public policies aimed at empowering the subject in their school environment, respecting their origin , your culture as a whole. And showing that it is possible to cover the teaching of mathematics, in addition to the blackboard and books, using religious culture as an argument for a practical, creative class and away from the standardized educational system. Deconstructing rooted thoughts about the teaching of Mathematics, through a Freirian perspective based on the School of Joy of Georges Snyders. Seeking that, the oppressed subject mentioned here, have a voice and through his culture learn a little more about the discipline, deconstructing the thought, that Mathematics is a harsh exact science, where the right does not exist variable for the wrong, and that in order to master it, they must be experts on the subject, and thus leave ignorance of Umbanda religious culture.