Educação do campo e o ensino de Matemática

This article aims to investigate, through a teaching proposal based on Ethnomodelling, the emic knowledge of a farmer about socio-ecological aspects in corn cultivation, and the dialogic translations through ethnomodels produced by students. A local farmer and 22 third-year high school students participated in the study. The data was analyzed using Content Analysis. As a result, Ethnomodelling stands out as a potential enhancer in Mathematics teaching from a socio-ecological perspective, by enabling the strengthening of peasant culture, following the principles of countryside education, valuing emic knowledge from the countryside and contributing to the debate on socio-ecological issues, translated by students through the production of ethnomodels.