ETNOCOMPUTAÇÃO NA CULTURA DIGITAL DE PROFESSORES DE MATEMÁTICA

Abstract

The objective of this study is to investigate how the use of computational resources can transform pedagogical practices in Mathematics education by promoting the interaction between cultural, historical, and social concepts and the mathematical foundations taught at Colégio Estadual Professora Silvandira Sousa Lima, a public school in a peripheral context. The study involves Mathematics teachers and their classes in lower and upper secondary education. The object of study lies at the intersection of cultural elements and computational technological resources, envisioned as Ethnocomputation. Methodologically, Deleuzian cartography was used for data analysis, with data collected through semi-structured interviews, participant observation, and analysis of the activities proposed by teachers. The study employs the concepts of deterritorialization and reterritorialization to understand the transitions teachers make between traditional and digital territories, analyzing how interaction, computational thinking, and cultural elements intertwine in this process. The results indicate that digital technologies, despite facing challenges such as internet instability and limitations in teacher training, promote greater student engagement, expand teaching and learning possibilities, and encourage collaborative practices. Furthermore, the study highlights how Ethnocomputation, by integrating cultural and technological knowledge, can contribute to more contextualized and innovative teaching. It is concluded that the use of digital technologies not only enhances pedagogical practices in Mathematics education but also fosters the construction of subjectivities and the development of essential skills for the contemporary educational context.