QUILOMBOLA CHILDHOODS, CURRICULUMS AND ETHNOMATHEMATICS:

FROM INVISIBILITY TO POSSIBILITIES

Abstract

This article aims to investigate the contributions of Ethnomathematics aiming at school and teacher training curriculum that highlight the cultural dimension, in view of the following problem: What are the contributions of Ethnomathematics to curriculum in which teaching and learning, in a contextualized, consider quilombola culture and childhoods? The methodological approach is qualitative in nature, based on a bibliographical survey on the topic in question. The results and considerations indicate that Ethnomathematics seeks to consider the reality of different groups and enables a differentiated pedagogical action, which can help in the integral formation of the subject as a being immersed in the real world and, based on this, highlight their culture, as it is the case of quilombola communities. This study also presents reflections on the need for curriculum and teacher training to take cultural diversity into account, especially in childhood, in order to contribute to the emancipation of subjects. Furthermore, it is necessary to expand and intensify the discussion regarding childhood in curriculum, educational practices, teacher training, and public policies, especially regarding historically invisible groups such as quilombolas, among others.