Matemática e africanidade: vamos jogar?

Abstract

The present qualitative research, through a documentary analysis, aimed to present African games intended for teaching mathematics at the elementary level, in accordance with the proposal to value African roots in the country's educational processes, particularly in the city of Rio de Janeiro, considering that the West has marginalized the skills and knowledge of various peoples and cultures. Thus, this investigation sought, from a decolonial perspective, to highlight the knowledge embedded in African games for a more coherent, inclusive, and representative education, in compliance with Law 10.639/03, which establishes the mandatory teaching of Afro-Brazilian and African histories and cultures in schools. In this way, this proposal integrates African culture into the school curriculum, using traditional games to assist/facilitate the learning of mathematics. African thought and its contents go beyond literalism, exploring the unspoken and sensitivity, exalting African subjectivity. Therefore, we can observe that reconstructing the collective memory of African peoples and the enslaved allows their descendants to establish new connections with their historical past. Thus, these pedagogical practices assume a political role grounded in the cultures and popular strata of societies, deconstructing colonial divisions and establishing a curriculum based on the multiplicity of other cultures present in the world, whose objective is the implementation of political-pedagogical methodologies that reject the values of the colonizers and exalt the cultures of African peoples, based on a decolonial logic