O Programa Etnomatemática e a Lei n.º 10.639/03 na formação continuada de professores: contribuições para aconstrução de uma Educação Matemática Antirracista

Abstract

This study investigated the contributions of the Ethnomathematics Program and Anti-Racist Education to the continuing education of mathematics teachers. The central problem guiding this research focused on the lack of continuing education programs that enable discussion of the importance and possibilities of combating racism in the school environment, and also on possibilities for implementing Law 10.639 of 2003, seeking to contribute to the construction of an Anti-Racist Mathematics Education. From this perspective, we implemented a continuing education course for teachers in the Municipal Education Network of the city of Uberlândia, with the objective of investigating, understanding, and analyzing the formative process of mathematics teachers in this network, especially in the final years of elementary school, the implications, challenges, and behaviors – from the perspective of the Ethnomathematics Program – after establishing theoretical and methodological relationships in the face of social problems and dilemmas involving prejudice and racism. To this end, the research is based on a dialogue between the assumptions of the Ethnomathematics Program and studies on Anti-Racist Education. This is a qualitative study in which data were collected through participant observation during in-person training sessions and open-ended questionnaires. The results were analyzed using NVivo 11 software. The results revealed that the training process enhanced the critical awareness of educators, demystifying the supposed neutrality of mathematics and fostering insurgent pedagogical practices. However, profound tensions emerged related to attitudinal barriers and the emotional strain on teachers in the face of the system's rigidity. It is concluded that the construction of an anti-racist mathematics education demands not only technical and theoretical mastery, but also the flourishing of an ethical and political stance capable of breaking with the Eurocentric hegemony that historically subordinates knowledge and shapes mathematics curricula.