Why (not) run away from mathematics? The (re)signification of content in the community time of field education

Abstract

In the search for a reframing of the concepts in the discipline of introducing mathematics in the field education degree course, we seek, in ethnomathematics, an alternative to work in a way that does not exclude the population of the field who, with their different difficulties, had resumed their studies. studies after many years. We present, in the following article, a report and analysis of a didactic activity carried out by a class from the second period of the Degree in Rural Education, with the main objective of reconstructing the view of mathematics by the students, in a connection between the contents and the work of peasant women and men. Students used mathematical language to express how farmers do mathematics, choosing a product / service, researching data and calculating production costs and profits. The development of the didactic activity provided information about the possibilities, potentialities and limits of uses of ethnomathematics in the field of rural education. The article explains how this pedagogical activity was proposed and how students responded to it

Keywords: Field Education. Ethnomathematics. Pedagogy of alternation. Math teaching.