SOCIAL INCLUSION THROUGH ETHNOMATHEMATICS

Abstract

Our intention in this article is to present some aspects of Ethnomathematics knowledge and inclusive Education. Furthermore, it provides a comparative approach to the methods used by the current basic education school system. From a methodological point of view, we base our considerations on theoretical/bibliographical studies that emphasize the concepts of inclusion and integration. Such concepts prove to be incompatible when analyzed, as inclusion is important because it can provide significant changes in society/school, so that all people with different biological-physical and sensory disorders have the same disorders as humans, their differences are respected and appreciated by everyone in these circles. Therefore, based on the guidelines of ethnomathematics education, we recommend looking at mathematics education/education/inclusive education, whose basic principles are respect, solidarity, cooperation, symmetrical dialogue, etc., which mainly leads to a rethinking of teacher training.