Etnomatemática e práticas pedagógicas : saberes matemáticos escolares e tradicionais na educação escolar indígena Karipuna

• Ano de defesa: 2018
• Autor(a) principal: Oliveira, José Sávio Bicho de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Etnomatemática; Educação escolar indígena; Cultura; Prática pedagógica; Karipuna; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Ethnomathematics; Indigenous school education; Culture scolaire; Pedagogical practice
• Link de acesso: http://ri.ufmt.br/handle/1/6023

ABSTRACT: This thesis aims to analyze the relationships between traditional knowledge of the Karipuna people and school mathematical knowledge, through the pedagogical practices of indigenous teachers in the final years of fundamental education in the indigenous school of the Manga community, in the municipality of Oiapoque-AP. Theoretical contribution of this study is located in the field of research called Ethnomathematics. It is a branch of Mathematics Education that seeks to recognize, rescue, respect and value, the knowledge produced by specific sociocultural groups in the teaching and learning processes. In methodological terms, it is inserted inside qualitative research classification. Production of the data was based on the observation of participants from the State Indigenous School Jorge Iaparrá. Interviews with indigenous teachers who impart mathematics in the final years of Fundamental Education, recordings and photographic records were carried out. The results shape the understanding of the processes of teaching and learning mathematical knowledge in indigenous school education. Pedagogical practices of indigenous teachers measure the relationships between school mathematical knowledge and indigenous traditional knowledge, as well as tensions between different knowledges. Understandings about math, culture, school and indigenous school education underlie the teaching practices of indigenous teachers who impart mathematics in the community school. We conclude that the coexistence of different knowledges in the daily activities of the community makes it possible to be articulated in the teaching practice of indigenous teachers. This being the case, it is possible to reorient the teaching and learning of mathematics in the context of differentiated, specific, intercultural and quality indigenous school education. This thesis enunciates the pedagogical practice of the indigenous teacher based on their positions and the need to promote a school education based on cultural valorization and the appropriation of mathematical school knowledge. Finally, it focuses on problematizing the reorientation of differentiated indigenous school education as a strategy for fighting and situating indigenous students, in the different contexts they experience, for the exercise of citizenship in activities outside the community, as well how to promote the cultural strengthening and Karipuna identity.