Articulations between Ethnomathematics & History of Mathematics: conditions of possibility from pedagogical actions

Abstract

Of a theoretical nature, this text aims to describe pedagogical actions that enhance, in the light of the post-structuralist theories of Foucault and Wittgenstein, the teaching of mathematics in basic education through the articulation between ethnomathematics and history of mathematics. It takes up Michel Foucault's philosophical concepts of power, knowledge and counter-conduct and Ludwig Wittgenstein's language games and forms of life, essential to the understanding of the pedagogical actions mentioned, proposing a reflection on the contributions of these philosophers when articulating ethnomathematics and history of mathematics, highlighting the possible implications in the mathematics teaching. From this perspective, it presents some articulations already proposed by other authors, either implicitly or explicitly, such as D’Ambrosio (2000, 2007), Lara (2013, 2019), and Roque (2014). Finally, when describing some pedagogical actions emerging from the practice carried out with teaching proposals elaborated, applied, and analyzed from this articulation, supported by the philosophers mentioned, it concludes that such pedagogical actions: enhance mathematics teaching from a more humanistic vision that values different ways of mathematizing; provide students with the opportunity to understand historically constituted power-knowledge relations; create conditions for students to perform counter-conduct movements in the face of language games present in school mathematics.