An intercultural Mathematics Education seeks to integrate different cultural contexts in teaching and learning Mathematics. In this direction, this theoretical paper seeks to discuss intercultural Mathematics Education, anchored in the assumptions of Ethnomodelling. The objective is to present the concept of Ethnomodelling and ethnomodels, as well as their contributions to intercultural Mathematics Education. Ethnomodelling understood here as a theoretical-methodological construct is an emerging approach within the scope of Mathematics Education, presenting itself as a proposal that relates Ethnomathematics with Mathematical Modelling, based on the elaboration of ethnomodels, which seek to establish communication between different mathematical knowledge systems, allowing intercultural comparisons and translation between local and global approaches. Thus, this article emphasizes the importance of recognizing diversity and knowledge constructed from students' social and cultural experiences. In addition to overcoming the hegemonic view, it seeks to value and legitimize cultures that have been historically marginalized by the social and educational system, promoting a more inclusive, equitable and representative education.
Zulma Elizabete de Freitas Madruga (Mon,) studied this question.