Ethnomathematics and Mathematics Teacher Education: a reflection on curricula of Brazilian public universities

Abstract

In this research we seek to understand: how is Ethnomathematics present in the training curricula of mathematics teachers in Brazil? To this end, a qualitative study of documentary nature is carried out, analyzing Political Course Projects of degrees in Mathematics from different public universities in different Brazilian states. The Content Analysis movement has bequeathed us three Nuclei of Understanding: Ethnomathematics as a curricular subject or as the content of a subject; Ethnomathematics as a theoretical and practical foundation for the mathematics teacher education process; The absence of Ethnomathematics in the mathematics teacher education curriculum. We found that although there are initiatives that propose Ethnomathematics in this training, the absence or little explanation of Ethnomathematics are more frequent, and with that, we reaffirm the relevance of an institutionalization movement in this area in the training of mathematics teachers.