Human rights and indigenous ethnomathematical education

The purpose of this article is to lead us to think about inclusion, and not leave room for the opposite (exclusion), it is to understand that each ethnic group has its culture, its customs, but everything we bring in essence and experience in everyday life. day has its own value, with everything inclusion represents equality between different individuals who share the same space (society), this gives us the right to participate in the various environments of a community, be it school or any other public place. Ethnomathematics is a teaching trend that considers the cultural nature of learning, people with their different cultures, have multiple ways of working with the mathematical concept. Doing math is part of everyone's life, mathematics contributes to understanding the world around us. This article also aims to establish a dialogue with defined predictions for elementary education in the early years, in accordance with objectives and guidelines defined in the National Curricular Parameters, PCN's (1997, MEC/BR), specifically, for the "discipline" of Math. It is worth mentioning that the method for the applied study was applied in addition to the bibliographic review, which includes secondary data: scientific articles, (Polegatti, 2012, Bernardi 2011), in dialogue with the document analysis: constituted by the Federal Constitution of Brazil (1988), articles 1 and 3, linked to article 210, in the Education chapter; the Law of Directives and Bases of National Education 9394/96, in addition to clippings from the PCN's. It should also be noted: plays as a foundation, authors whose legitimacy of their contributions supports the studies of History and Philosophy of Education in a strictu-sensu character.