This entitled research Mathematical Education, Amazonian Culture and Pedagogic Practice: to the riverbank, it has as objective analyzes the teacher's pedagogic practice that approaches several mathematical contents, starting from the Amazonian Culture in a school belonging to one
of the islands from Belém of Pará. The empiric part of this work happened in
the period of six months at the School of Combu, located in the Island of the Combu
during the attendance of the groups of Infantile Education and of the Basic Cycle.
This research is justified for the approach need between the mathematical operations
and the daily imaginary of the riverine students, starting from the construction of their
houses, skulls (embarkation done handicraftly in exchange for tree), canoes, matapis (traps to catch shrimp done with fiber of the forest), tupés (rugs for drying of the cocoa done of fiber of the forest), nets, toys, baskets.The methodological
conceptions are ruled in the beginnings of the qualitative research, based on the
approach ethnographic, in order to systematize knowledge about needs and
difficulties of the interaction between the scholar mathematics and the local culture.
The teacher's pedagogic practice in subject demonstrates concerns with
approximating the mathematics teaching the peculiar cultural diversity to the place
starting from classes built in the partnership of the you know traditional as the tupés
tessitura for exploration of geometric elements, matapis use as didactic material for
the construction of decimal metric system among others. It is possible to indicate that
the used existences and re-signified, through registrations and analyses under the glance of the Mathematical Education, contribute to the recognition of the influence of the Amazonian Culture, in the process teaching-learning of the school mathematics.
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