Abstract
The process of teaching and learning in Quilombola communities has been widely discussed lately due to the recent inclusion of the modality of Quilombola School Education, which should represent a breakthrough for the educational process of these communities, bringing up their own school model that allows an approach to the specific knowledge to be taught. Thus, this paper presents results obtained in research on teaching and learning mathematics, using a qualitative research approach, in the form of case study, developed in a Quilombola school in a community of Santiago do Iguape - Ba. This study results indicate the need for an effective approach to mathematical knowledge present within each cultural group, as well as a teacher training in the perspective of Ethnomathematics. Therefore, we intend to contribute elements including the discussion of the teaching and learning of Mathematics to see which relationships can be established between the experience of particular cultural group of students and the teaching of this discipline.
Keywords:
Quilombo Education; Mathematics Education; Ethnomathematics