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Ethnomathematics and its Diverse Approaches for Mathematics Education pp 69–93Cite as

Techniques and Learning Processes of Craftswomen in Brazil

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Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

This paper brings partial results on an Ethnomathematics research grounded on ethnographic roots, aimed at studying the techniques, processes and devices applied on curved surface registry called cuias, with a group of eight craftswomen , members of a craftswomen regional association, in Aritapera region, rural area of Santarém, Pará, Brazil. This paper intends to analyse informal learning processes developed during cuias crafting production and ornamenting activities. Fieldwork includes observation, free interviews, photographing and recording. Results indicate that the reflected iconography on these cuias shows multiple techniques and identified cognitive strategies, with wide-ranging metallic instruments and organic materials usage. The strategies are organised and multifaceted, related to each craftswoman’s singular unity, and, simultaneously, to a collective unit capable of applying dynamism in constant relationships with nature. The dialogue between empirical evidence with the literature on informal learning processes allowed us to understand some important aspects of knowledge production/transmission of these craftswomen’s community of practice, as well as their vicissitudes due to socio-economical and temporal factors. This paper aims at contributing to further studies on ethnographic researches in Ethnomathematics, as well as its unfolding in educational experiences.

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Notes

  1. 1.

    These areas are: Enseada do Aritapera, Aritapera Center, Carapanatuba, Cabeça d’Onça, and Surubim-Açu.

  2. 2.

    This gourd (our cuia) is the fruit of a tree called cuieira, which is a traditional tree in the Amazon area. It blossoms different shapes, sizes, dimensions, such as roundish, ovallish or even slightly flattish. It is applied, specially, to drink tacacá, which is a typical Amazonian juice/soup, from indigenous origin. However, as time went by, many other artefacts have been produced applying the same raw material.

  3. 3.

    This quote and the followings along this paper have all undergone free translation.

  4. 4.

    Maraca is an indigenous musical instrument, consisting of two hollow containers filled with beans or small stones. They are shaken to provide rhythm.

  5. 5.

    The use of the mathematized concept refers to the understanding, explaining, knowing, etc., referring to or daily needs. It suggests capabilities of classification, inference, problematization, and ability to relate things, among others, very similar to the characteristics observed throughout our empiric studies.

  6. 6.

    Cumatê is a purple natural pigment produced out of an Amazon tree bark.

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Author information

Authors and Affiliations

  1. Federal Fluminense University (UFF), Niterói, Brazil

    Maria Cecilia Fantinato

  2. Universidade Federal do Oeste do Pará (UFOPA), Santarém, Brazil

    José Ricardo e Souza Mafra

Authors
  1. Maria Cecilia Fantinato
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  2. José Ricardo e Souza Mafra
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Correspondence to Maria Cecilia Fantinato .

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Editors and Affiliations

  1. Centro de Educacao Aberta e a Dista, Universidade Federal de Ouro Preto Centro de Educacao Aberta e a Dista, Ouro Preto, Minas Gerais, Brazil

    Milton Rosa

  2. Mathematics, Towson University Mathematics, Towson, Maryland, USA

    Lawrence Shirley

  3. Universidad Nacional de Costa Rica , Heredia, Costa Rica

    Maria Elena Gavarrete

  4. University of the Philippines Baguio , Baguio, Philippines

    Wilfredo V. Alangui

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Fantinato, M.C., Mafra, J.R.S. (2017). Techniques and Learning Processes of Craftswomen in Brazil. In: Rosa, M., Shirley, L., Gavarrete, M., Alangui, W. (eds) Ethnomathematics and its Diverse Approaches for Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-59220-6_4

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  • DOI: https://doi.org/10.1007/978-3-319-59220-6_4

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