The teaching of mathematics is traditionally based on aspects that are not in full
compliance with current educational demands, since the methods used are still of
little dynamic and contexts that do not encompass the different types of knowledge
that occur in the social environment. In turn, the National Curricular Common Base-
BNCC proposes an approximation between school and non-school knowledge as a
way of consolidating a more significant learning in Basic Education. This research
aims to analyze how the informal mathematical knowledge used by the fishing
community can dialogue with the formal knowledge taught in classrooms, with a view
to contributing to making the teaching and learning of the mathematics curriculum
component more meaningful. Therefore, the research focuses on the cultural and
traditional knowledge of fishermen from the community of Curuperé, municipality of
Curuçá, as a way of associating formal and informal mathematical knowledge,
enabling different contexts with regard to teaching and learning in the classroom.
Based on the discussions between the authors and the objects of research focused
on, it was found that it is possible to use methodologies that aim at a more dynamic
and innovative teaching of mathematics based on the valorization and dialogue
between the different mathematical knowledge present in the social environment.
Therefore, this research provided important discussions and approaches regarding a
more democratic teaching of mathematics, whose practices need to have the student
and their experiences as protagonists. The study evidenced knowledge, tradition and
culture of fishermen from a little-known community in the State of Pará, which
denotes an importance beyond the academic, since it has a rescue and inclusion
character.
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