His work results from the proposition of studies of the Measurement System for 7th and 8th grade classes of a riverside school of Baixo Tocantins, in the community of Pindobal Miri, river in Cametá / Pa. Aiming to: structure a proposal of activities, relating the concepts of the International Metric System with the traditional measurement knowledge practiced by the Pindobal Miri riverside community. In this sense, we take as reference the daily life and social practices of the community as a basis for the development of methodological-didactic strategies for teaching and learning school mathematics, in permanent dialogue with the values of the traditional culture of this locality. The theoretical reflections are based on the discussions of Alan Bishop, D'Ambrosio and Teresa Vergani who make important contributions in the insertion of the student's culture and daily life in the context of teaching and learning mathematical concepts in school environments. The present study constitutes a qualitative research approach, from the perspective of ethnomathematics, which enables possible articulations between traditional riverine practices and the teaching of the International Metric System present in school mathematics. It is characterized as a case study investigation, as defined by De Bruyne et al, in this sense, the extraction and commercialization of the acai fruit. In this sense, the preliminary results point to the importance of studies in ethnomathematics as an approach that can contribute to the teaching and learning of mathematics, as well as being an important orientation to the citizen education of the students, as it values the culture, the subjects and their identity their ways of thinking and acting, typical of their socio-cultural and historical milieu.
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