Responsible subversion and the importance of local-Emic- knowledge in ethnomathematics.

Abstract

A current dilemma in the conduction of investigations in mathematics education is related to its frequent acknowledgment of global (etic) mathematical knowledge. Thus, there is a gap in the use of local (emic) mathematical knowledge in the problem statements proposed for conducting research regarding this theme, which do not consider relevant the development of local procedures, techniques, and practices in its research theoretical basis. In this context, ethnomathematics is a form of push back from colonization without attempting to replace school/academic mathematics, yet it considers making the school/academic norms and rules more flexible to address local mathematical ideas, procedures, and practices. Hence, a sense of subversion triggered by ethnomathematics is responsible and often evokes an impression of disturbance that causes a conscious review of endemic rules and regulations to many curricular and educational contexts. This process enables educators and investigators to adopt responsible subversion in developing pedagogical actions that deal with content usually disconnected from the reality of the students, which enables them to deal with imposed school/academic norms and rules. Thus, this theoretical article shows that responsible subversions involve an intentional act of bending the rules to serve the greater good of the members of the school/academic communities.