Detalhes bibliográficos
| Autor(a) principal: |
Marinho, B?rbara de Medeiros |
| Data de Publicação: |
2019 |
| Tipo de documento: |
Dissertação
|
| Idioma: |
por |
| Título da fonte: |
Biblioteca Digital de Teses e Dissertações da UFRRJ |
| Texto Completo: |
https://tede.ufrrj.br/jspui/handle/jspui/5755
|
Resumo: |
Indigenous school education is a tangle of conflict between indigenous traditional knowledge and non-indigenous knowledge. There is a need to articulate indigenous education with indigenous school education through academic knowledge. But it is important that in this process the indigenous culture be preserved, respected and valued. In this dissertation we present the results of a research that aimed to analyze the teaching of mathematics at the State Indigenous College Kara? Kuery Renda of the Guarani M'bya indigenous people in an ethnomathematics view. During the research, we used the qualitative methodology, being a descriptive work with ethnographic characteristics and we assumed ethnomathematics as a theoretical field. The school where the research is being carried out is in the Guarani M'bya Indigenous territory, in the municipality of Angra dos Reis, in the southern region of Rio de Janeiro state, Brazil. We adopted a qualitative methodology, with observation of the village routine, interviews and questionnaires, based on the Ubiratan D'Ambrosio's Ethnomathematics Program. The results point to difficulties in mathematics resulting from the lack of specific didactic material. |