Educação [matemática] do campo em um giro decolonial com uma mestra raizeira

Abstract

This master's research was based on the need to articulate the rural school with the sociocultural practices of care of a Herbalist Master. We propose such dialogue in the educational processes that occurred in projects, meetings, fairs and workshops and in the Municipal School Fazenda Rio Vermelho, in the rural community of Lapinha in the municipality of Morro do Pilar (MG) with students from kindergarten to fifth grade and the Herbalist Master Maria da Conceição Tomáz. Our objective is: To analyze decolonial developments for (mathematical) education in the countryside of a (in)disciplinary problematization, in the mathematics class, of sociocultural practices of care with medicinal plants performed in educational processes emanating from projects, meetings, fairs and workshops together with a Herbalist Master from Morro do Pilar (MG). In this way, we propose a rural school that opens up opportunities for studying and learning from the Master and thus brings to mind historical processes that have been intentionally erased or distorted by the discourse of modernity/coloniality. In line with this theme, the question that guides us is: How can a (in)disciplinary problematization of sociocultural practices of care with medicinal plants performed in educational processes arising from projects, meetings, fairs and workshops with a Master from Morro do Pilar (MG) enable decolonial developments for (mathematical) education in the countryside? To answer this question, we conducted a collective action research project in collaboration with Master Maria and students from the Lapinha school. Thus, with the methodological perspective of collective action, it was possible to listen to the voices of my community, with the intention of valuing and recovering knowledge related to sociocultural practices of care, by studying the language of medicinal plants present in our territory. The instruments used to produce the records and data were participant observation, sentimental conversations in the territory, field diary, semi-structured interviews, audio and video recordings. The purpose of this action by a peasant woman was to preserve the identity of the root teacher and how she can contribute to teaching [mathematics] in rural schools to value the historical and cultural reality, as well as to enable relationships between school practices and social practices of the ancestral culture of the countryside.