MATHEMATICS BEYOND SCHOOL: AN ANALYSIS OF PRACTICAL KNOWLEDGE FROM AN ETHNOMATHEMATICAL PERSPECTIVE

Abstract

This study aimed to analyze the valuation of mathematical knowledge produced in different social and cultural contexts, from an ethnomathematical perspective in mathematics education. The research was developed through a literature review, based on master's dissertations selected from the CAPES catalog, considering works that address the relationship between practical knowledge and school mathematics. The methodology adopted consisted of a qualitative analysis of the studies, seeking to identify how mathematical knowledge is constructed and used in everyday practices and its possible articulation with formal education. The results showed that mathematical knowledge is present in various activities, such as in civil construction, handicraft production, and professional practices, being developed from experience, observation, and social interaction. Elements such as hand techniques, imagination, and social relations proved fundamental in this learning process. Furthermore, it was found that contextualized pedagogical strategies, such as the use of comic strips in teaching, contribute to making learning more meaningful and accessible to students. The analysis also revealed that, although many students still predominantly value traditional school mathematics, there is recognition of the importance of practical knowledge and its relationship to formal content. The ethnomathematical approach demonstrated potential to promote more contextualized teaching, favoring the understanding of mathematical concepts from the students' reality. It is concluded that the integration between practical knowledge and school mathematics contributes to more meaningful, critical, and reflective learning. Therefore, the need for pedagogical practices that value different forms of knowledge, bringing teaching closer to the students' reality, is highlighted.