Etnomatemática na educação do campo: valorização da cultura e dos saberes locais

In the educational sphere, Ethnomathematics is a transformative approach that recognizes and values ​​the various mathematical systems present in different cultures. In this sense, this article aims to identify how Ethnomathematics has been worked on in dissertations that involve the context of Rural Education. With a qualitative approach and based on Discursive Textual Analysis (DTA), this text analyzed four dissertations that explore the field of Ethnomathematics and Rural Education. The analysis revealed that the dissertations addressed the inequalities between urban and rural life, highlighting the devaluation of informal mathematical knowledge of rural workers, highlighting the need to recognize and value the knowledge and practices of local agricultural communities, which are often ignored or distorted in educational materials, which perpetuates inequalities and limits a truly inclusive and representative understanding of the country's cultural and geographic diversity. Therefore, it is necessary to value the knowledge of Rural Education, to promote a more fair and equitable approach to teaching.