2026-02-202026-02-202026-01-29RODRIGUES, Aurea Maria Valente; TRINDADE, Irene Vieira. Metodologias lúdicas e contextualizadas no ensino da matemática: diálogos entre jogos didáticos e etnomatemática. Orientador: Reinaldo Feio Lima. 2026. 32 f. Trabalho de Curso (Licenciatura em Matemática) – Faculdade de Ciências Exatas e Tecnologia, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9229. Acesso em:.https://bdm.ufpa.br/handle/prefix/9229This article analyzes pedagogical practices in mathematics teaching based on the articulation between playful methodologies and the perspective of Ethnomathematics. The study is based on the analysis of two scientific works: an experience report on the application of the mathematical dynamic entitled “The Race of Operations”, developed with 6th-grade elementary school students, and an investigation into the contributions of studies presented at the 7th Brazilian Congress of Ethnomathematics (CBEm). The research is characterized as qualitative, bibliographic, and descriptive in nature, focused on understanding the methodologies, objectives, and results presented in the analyzed works. The findings of the first study indicate that the use of cooperative educational games contributes to the consolidation of the four basic mathematical operations, promoting greater student engagement, improved calculation performance, and the development of socio-emotional skills such as cooperation, respect for rules, and active participation in the learning process. Furthermore, the dynamic fosters the creation of a more interactive pedagogical environment, reducing student resistance to mathematics and stimulating meaningful learning. The second study highlights Ethnomathematics as a critical and intercultural approach that values mathematical knowledge produced in different sociocultural contexts, such as indigenous, quilombola, and riverside communities. The analyzed works demonstrate that everyday practices, such as crafts, agriculture, and fishing, contain implicit mathematical structures that can be integrated into the school curriculum in a contextualized manner. The joint analysis of the studies allows to understand that the integration between playfulness and cultural appreciation expands the possibilities of meaningful learning and contributes to the construction of inclusive pedagogical practices in mathematics education. We concluded that methodologies that includes educational games and Ethnomathematics constitute relevant strategies to promote a more democratic and critical mathematics education aligned with the sociocultural realities of students.Acesso AbertoEducação matemáticaJogos didáticosEtnomatemáticaPráticas pedagógicasMathematics educationEducational gamesEthnomathematicsPedagogical practicesCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICATrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil