History of Mathematics and Ethnomathematics: analysis of the effects of a pedagogical action in Basic Education

Abstract

Among the lines of research in the field of investigations in Mathematics Education, this article proposes an articulation between Ethnomathematics and History of Mathematics. The objective of the text is to understand the effects of a pedagogical action in the teaching and learning processes of Mathematics of Basic Education students. The pedagogical action in question emerged from the realization of three teaching proposals on Arithmetic Progressions, Logarithms and Trigonometry, elaborated from the articulation between Ethnomathematics and History of Mathematics. This articulation is proposed in the light of Michel Foucault's post-structuralist theories, especially from the concepts of power and knowledge, and Ludwig Wittgenstein, through the concepts of language game and rule. As a result, it appears that the observed effects show that the pedagogical action contributed to the students' mathematical learning and provided opportunities for the recognition and understanding that the language games present in Mathematics are a way of mathematizing, among others.