This paper aims towards presenting thoughts in relation to a proposal of curriculum reorientation in mathematics education, in the light of conceptions of D’Ambrosio’s ethnomathematics program. This article makes use of mathematical knowledge experienced by the students in their community, as a methodological subsidy in the teaching-learning process of school mathematics. To accomplish this proposal in the education area, the author searched the legal foundations in relation to the Parâmetros Curriculares Nacionais - PCN (National Curricular Parameters). This official document works as a reference to schools to organize curriculum proposals. In this regard, the author associated content blocs of the Parâmetros Curriculares Nacionais do Ensino Fundamental de Matemática (National Curriculum Parameters of Fundamental Mathematics Teaching) to the mathematical knowledge of a horticulturist community living in Natal, in the state of Rio Grande do Norte, Brazil
