DEVELOPMENT OF TEACHING PROPOSALS BASED ON SCIENTIFIC-TECHNOLOGICAL INVENTIONS OF AFRICAN AND AFRODIASPORIC ORIGIN FOR THE EARLY YEARS OF ELEMENTARY EDUCATION
Mancala; Scientific-Technological Inventions; anti-racist math
This study sheds light on the contributions of research in Mathematics Teaching in Brazil in the fight against epistemicide and the expropriation of Afro-Latin American knowledge. The general objective is to investigate the potential of African and/or Afro-diasporic scientific-technological inventions for the development of anti-racist mathematics teaching practices in the context of the early years. Specifically, the objectives are: to analyze the epistemological dangers of the hegemonic narrative of a single Eurocentric, male and cis-hetero-normative story; to explore scientific-technological inventions of African and/or Afro-diasporic origin, which problematize the epistemicide of anti-racist mathematical knowledge; assess the limits and potential of the mancala game for combating the epistemicide of the Afro-Latin American people and for teaching ancestral mathematical knowledge. In order to achieve the outlined objectives, the proposed study is based on the theoretical-philosophical and theoretical-sociological ground of intersectional studies of gender, race and class. From a methodological point of view, it is, therefore, an exploratory research focused on the development of a didactic sequence. This sequence, as a technical-technological product, has the general objective of investigating the potential of African and/or Afro-diasporic scientific-technological inventions for the development of anti-racist mathematics teaching practices in the context of the early grades.