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The application of ethnomathematical techniques and tools of modeling
allow us to examine systems taken from reality and give us insight
into forms of mathematics done in a holistic way. The pedagogical
approach that connects a diversity of cultural forms of mathematics is
best represented through ethnomodeling, which is a process of
translation and elaboration of problems and the questions taken from
real world contexts. Seen in this way, we would like to broaden the
discussion of possibilities for the inclusion of ethnomathematics and
associated ethnomodeling perspectives that respect the social
diversity of distinct cultural groups with guarantees for the
development of understanding different ways of doing mathematics
through dialogue and respect

ethnomathematics, ethnomodeling, mathematical modeling, pedagogical action, mathematics.