TIME, CULTURE AND ETHNOMATHEMATICS: DIFFERENT WAYS OF UNDERSTANDING THE PASSAGE OF TIME IN INDIGENOUS KNOWLEDGE

Abstract

This article aims to analyze the passage of time through the knowledge and cultural practices of Indigenous peoples, establishing connections with the principles of Ethnomathematics. It understands that ways of perceiving, organizing, and interpreting time are not universal, but are forms of knowledge produced and shared in different sociocultural contexts. The theoretical framework draws on Ethnomathematics, particularly the understanding of mathematics as knowledge constructed by different cultural groups, in dialogue with discussions of cultural diversity, the appreciation of traditional knowledge, and intercultural education. Methodologically, this is a qualitative bibliographic and documentary study based on academic publications and documents addressing Indigenous knowledge related to natural cycles, observation of celestial bodies, and different forms of temporal organization. The results show that the passage of time can be understood beyond conventional means of measurement, such as clocks and calendars, through relationships with nature, environmental cycles, community practices, and cultural experiences. The article concludes that recognizing these different ways of understanding time broadens the conception of mathematical knowledge and can support educational practices that value sociocultural diversity.