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Abstract(s)
No presente trabalho usa-se a abordagem da Etnomatemática para enquadrar teoricamente
uma proposta de ação pedagógica para o ensino da Matemática em Timor-Leste.
Partindo de uma reflexão sobre a experiência no território, na formação inicial e contínua de
professores do 1º e 2º Ciclos do Ensino Básico, no período 2012-2014, organiza-se a
documentação recolhida e produzida nessa época relativa a atividades pedagógicas realizadas
no âmbito da formação, mas com potencial de desenvolvimento e aplicação ao ensino da
Matemática nos níveis do 3º Ciclo e Secundário.
Para finalizar, apresentam-se algumas propostas de novas atividades enquadradas nos
programas de Matemática do 3º Ciclo do Ensino Básico e Secundário em vigor em Timor-Leste,
que reflitam as preocupações de contextualização cultural e geográfica e o respeito pelos
saberes adquiridos e integrados dos alunos a que se dirigem, aspetos fundamentais na
abordagem Etnomatemática do ensino.
In the present work, the Ethnomathematics approach will be used in order to give a theoretical frame to a pedagogical action proposal for Mathematics Teaching in East Timor. Starting from a reflection on the experience in the territory, in initial and continuing training of first and second cycle basic education teachers, in the period 2012-2014, all documentation gathered and produced over that period is organized in a way that aims to show its potential to be developed and applied to secondary education level in Mathematics Teaching. Finally, some proposals will be made for new activities in the framework of East Timor´s secondary education´s Mathematics programs, reflecting on the cultural and geographical contextualization, while respecting the current knowledge level of the target students, both being fundamental aspects of the Ethnomathematics approach to teaching.
In the present work, the Ethnomathematics approach will be used in order to give a theoretical frame to a pedagogical action proposal for Mathematics Teaching in East Timor. Starting from a reflection on the experience in the territory, in initial and continuing training of first and second cycle basic education teachers, in the period 2012-2014, all documentation gathered and produced over that period is organized in a way that aims to show its potential to be developed and applied to secondary education level in Mathematics Teaching. Finally, some proposals will be made for new activities in the framework of East Timor´s secondary education´s Mathematics programs, reflecting on the cultural and geographical contextualization, while respecting the current knowledge level of the target students, both being fundamental aspects of the Ethnomathematics approach to teaching.
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Keywords
Ensino da Matemática Etnomatemática Matemática e Cultura