Da etnomatemática à matemática : aplicações dos saberes e saberes fazer dos povos Mucubais e Himbas do sul de Angola-Namibe
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2019
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A presente investigação centra-se no estudo da Etnomatemática dos subgrupos Mucubais e Himbas, do Sul de Angola-Nmaibe, na área dos saberes e saberes-fazer ligados à contagem e à geometria em artefactos como o eholo, batuque, construção de casas de pau a pique, bem como o jogo de owela. O objetivo deste trabalho consiste em mobilizar os elementos, na cultura dos povos Mucubais e Himbas, que se identificam como conhecimentos matemáticos, partindo da questão de investigação: que conhecimentos matemáticos são mobilizados pelos povos Mucubais e Himbas nos seus modos de vida? O estudo segue uma abordagem qualitativa, em que a descrição e interpretação pactuam juntas em vários momentos, tornando visível o alcance dos objetivos preconizados e a relação entre as descobertas efetuadas durante a fase de investigação, bem como a bibliografia eleita. Foi possível colocar em prática essa investigação observando os saberes dos povos da região sul de Angola-Namibe, no sentido de abordar os aspectos Etnomatemáticos daí se notabilizaram. Os resultados da pesquisa mostraram que desenvolvem práticas matemáticas que valorizam os aspectos culturais dos povos. Os resultados evidenciam perspectiva Pedagógica da Etnomatemática no seio da cultura e a importância do currículo trivium no quotidiano destes povos.
This research is based on the ethnomathematics study of the Mucubais and Himbas subgroups in south of Angola-Namibe, taking into account the knowledge and know-how related to counting and geometry in artifacts such as eholo, batuque, construction of wood houses, as well as the owela game. The aim of this paper is to mobilize the elements in the culture of the Mucubais and Himbas peoples that identify themselves as mathematical knowledge, starting from the research question: what mathematical knowledge are mobilized by the Mucubais and Himbas peoples in their ways of life? The study follows a qualitative approach, in which the description and interpretation agree together at various times, making visible the scope of the proposed objectives and the relationship between the findings made during the research phase, as well as the chosen bibliography. It was possible to put this research into practice by observing the knowledge of the peoples of southern Angola-Namibe, in order to address the ethnomathematical aspects that were noted. Research results have shown that they develop mathematical practices that value the cultural aspects of peoples. The results show the pedagogical perspective of ethnomathematics within the culture and the importance of the trivium curriculum in the daily life of these peoples.
This research is based on the ethnomathematics study of the Mucubais and Himbas subgroups in south of Angola-Namibe, taking into account the knowledge and know-how related to counting and geometry in artifacts such as eholo, batuque, construction of wood houses, as well as the owela game. The aim of this paper is to mobilize the elements in the culture of the Mucubais and Himbas peoples that identify themselves as mathematical knowledge, starting from the research question: what mathematical knowledge are mobilized by the Mucubais and Himbas peoples in their ways of life? The study follows a qualitative approach, in which the description and interpretation agree together at various times, making visible the scope of the proposed objectives and the relationship between the findings made during the research phase, as well as the chosen bibliography. It was possible to put this research into practice by observing the knowledge of the peoples of southern Angola-Namibe, in order to address the ethnomathematical aspects that were noted. Research results have shown that they develop mathematical practices that value the cultural aspects of peoples. The results show the pedagogical perspective of ethnomathematics within the culture and the importance of the trivium curriculum in the daily life of these peoples.
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Orientação: Nuno Miguel Cardoso Vieira ; co-orientação: Cláudia Geórgia Sabba
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ETNOMATEMÁTICA, MATEMÁTICA, POVOS AFRICANOS, ANGOLA, EDUCATION, ETHNOMATHEMATICS, MATHEMATICS, AFRICAN PEOPLES, ANGOLA