This paper seeks to establish connections between the curricular contents of the
students of the riverside schools of the region of the islands of Abaetetuba and the
daily practices of these students, based on the principles of Ethnomathematics,
following the teachings of D'Ambrósio (2018), Vergani (2007) and Bishop (1999).
During 11 years of experience in the Modular Teaching Organization System -
SOME, we identified many of the students' learning needs and even more their
difficulties related to the lack of understanding of the applications of the contents
studied in mathematics classes. In this sense, we raised the following question: How
to motivate students to learn, in riverside school classes, by introducing traditional
practices, as auxiliary themes to the understanding of mathematical concepts? As an
alternative to overcome the situations we present, we developed didactic material for
mathematics classes, based on thematic units of the BNCC of mathematics for
elementary school II, seeking to promote dialogues between the experiences of
students from riverside schools and the mathematical concepts of the school
curriculum in the Modular Teaching System - SOME. The development of our study
led us to conduct a research of applied purpose, regarding the implementation of
didactic proposals, organized into an educational product for the teaching of
mathematical disciplinary concepts in a class of elementary school II. We adopted a
qualitative approach, as presented by Severino (2007, p. 119). In order to discuss the
pedagogical practices of teaching mathematics in riverside schools, we make a case
study of the SOME classes, held in the islands of Abaetetuba.
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