Educação matemática e interculturalidade: um estudo sobre a oralidade de formas de vida rurais do sul do Brasil

Abstract

The paper aims to discuss the theme “mathematics education and interculturality” based on studies about peasant orality, carried out in three different rural forms of life at the south of Brazil. The paper theoretical framework is the field of Etnomathematics, in its crossings with Michel Foucault’s theorizations and with later Wittgenstein’s ideas. The analysis of the research data shows that a) the language games that constitute the orality of the three forms of life investigated have “strong” family resemblances among them; and b) there are “weak” similarities between the language games practiced by the school mathematics and those that shape the orality of those rural contexts. From this analysis, the paper concludes that the school subjects --- here understood as teachers and students that have been subjected by school, in particular, by the mathematics taught there — have been submitted to tensions produced by the confrontation between the oral culture in which they are native people and the alien culture of the institution in which they have been schooled.