Rosa, MiltonOrey, Daniel Clark2023-01-172023-01-172021ROSA, M.; OREY, D. C. An ethnomathematical perspective of STEM education in a glocalized world. Boletim de Educação Matemática. BOLEMA, v. 35, n. 70, p. 840-876, 2021. Disponível em: <https://www.scielo.br/j/bolema/a/WKZmdxzgCQZXTRQjnQTkLtL/>. Acesso em: 06 jul. 2022.1980-4415http://www.repositorio.ufop.br/jspui/handle/123456789/15977An Ethnomathematics-based curriculum helps students demonstrate consistent mathematical processes as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of daily mathematical practices. As well, it recognizes connections with Science, Technology, Engineering, and Mathematics (STEM) disciplines. Our pedagogical work, in relation to STEM Education, is based on the Trivium Curriculum for mathematics and ethnomodelling, which provides communicative, analytical, material, and technological tools to the development of emic, etic, and dialogic approaches that are necessary for the elaboration of the school curricula. STEM Education facilitates pedagogical action that connects ethnomathematics; mathematical modelling, problem-solving, critical judgment, and making sense of mathematical and non-mathematical environments, which involves distinct ways of thinking, reasoning, and developing mathematical knowledge in distinct sociocultural contexts. The ethnomathematical perspective for STEM Education proposed here provides a transformative pedagogy that exposes its power to transform students into critical and reflective citizens in order to enable them to transform society in a glocalized world.en-USabertoEthnomathematicsEthnomodellingPedagogical actionSTEM educationTrivium CurriculumArtigo publicado em periodicoEste trabalho está sob uma licença Creative Commons Attribution 4.0 International License. Fonte: o PDF do artigo.https://doi.org/10.1590/1980-4415v35n70a14