PEER TUTORING AND ETHNOMATHEMATICS IN THE AMAZON: A PROPOSAL FOR SOCIAL LEARNING AND STUDENT AGENCY IN MATHEMATICS EDUCATION

Abstract

 Mathematics education in Amazonian contexts faces challenges related to the decontextualization of school content, the low recognition of local knowledge, and difficulties in engaging students in the learning process. In this scenario, it becomes necessary to develop pedagogical strategies capable of bringing mathematical knowledge closer to the sociocultural reality of learners, promoting a more meaningful and inclusive education. This article analyzes the contribution of the articulation among Ethnomathematics, Peer Tutoring, Social Learning, and Dialogical Pedagogy to strengthening mathematics education in Amazonian communities, particularly in Itacoatiara and the outskirts of Manaus. The study is based on the observation that the traditional teaching model, often grounded in the mechanical transmission of content, tends to disregard the knowledge constructed through local cultural practices, contributing to student disengagement, school dropout, and the weakening of students' cultural identity. From a methodological perspective, the research adopts a qualitative approach. Regarding its nature, it is characterized as basic research. Concerning the type of study, it consists of a theoretical-conceptual investigation developed through a bibliographic review and critical analysis of specialized literature. For data analysis, an interpretative articulation of the theoretical frameworks underpinning the proposal was conducted. The results indicate that the integration of Ethnomathematics principles, peer mediation operationalized through peer tutoring, and Freirean pedagogy promotes cognitive development, strengthens students’ self-esteem and cultural identity, enhances their sense of belonging to the school environment, and contributes to reducing school dropout rates. It is concluded that this model constitutes a promising alternative for promoting a critical, contextualized, and emancipatory mathematics education, capable of responding to the sociocultural demands of the Amazon region and contributing to the holistic development of learners.