Entre cantos e contragolpes: os saberes da capoeira nas aulas de matemática

Abstract

This is a work that is developed in the questioning about what place mathematics occupies in schools: as a precursor or combatant of racism. In this sense, we seek to understand, from the literature review, the black people’s educational trajectory in Brazil from the beginning of slavery to the post-abolition period, discussing how the roots of racism persist in our society. That is, to understand the politics of whitening and how they are still related to the current moment. In this way, we reflect on the proposal of ethnomathematics and the important space that capoeira can occupy in the opposite direction to what is placed. We conducted interviews with mathematics teachers, capoeiristas and basic education students, in order to think about reformulations of mathematics classes, in the light of our theoretical references, which encompass decoloniality, ethnomathematics and critical mathematics education. We understand that, with the interviews carried out and the reflections about the insertion of capoeira in the classroom, we can try to create a decolonial school space that involves the students. We hope that this research can contribute to the expansion of mathematics teachers' reflections on their own practice, in addition to instigating the recognition of the need to have the racial debate issues in the teaching curricula in general.