A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru?
Autor(a) principal: | |
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Data de Publicação: | 2013 |
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/2523 |
Resumo: | By necessity, the people are always measuring, counting or gauging something present in the environment that they are inserted. In this perspective, ethnomathematics, in a cultural-historical approach, helps to better understand the ability of a people collectivize and create representations of reality, because all the different social groups originate different knowledges. In this study the main objective was to investigate, through a perspective ethnomathematics, the mathematical culture of the Surui Paiter villages in daily, watching your numeration system and how the indigenous teacher Surui develops its activities. The research was qualitative, with interviews and observations to residents, students and teachers from the villages. During the research we found different ways that can be used to teach concepts of mathematics taking bias as the culture of a people, in a formal and informal environment, minimizing barriers to learning and making it more meaningful. We stress the importance of mathematical knowledge for indigenous and the use this knowledge in maintenance of the villages (product sales, construction, plantations, among others). We verify what are the math contents more used and which help in their works and in the development of the villages. During the research it became clear the interdisciplinary as an indispensable tool in overcoming the difficulties of teaching in the villages (lack of suitable material, some lack of teaching resources ?). The teachers use the mathematical topics as an extraordinary teaching resource, combining them to the educational process as a whole. Thus, in addition to learning mathematical concepts, they can form responsible citizens concerned with the rights of others and the welfare of all. Ethnomathematics, in turn, assists the learner and the educator to understand the holistic reality of knowledge to understand facts observed from another angle, become less complicated, encourages research and therefore the discovery, back to the origin. To teach mathematics to a people of the forest, using his culture as a platform, with their meanings and diverse forms, is get him learning between four walls and expose him to a novel scenario in which the theory is confused with reality, immersing the student in shapes and comprehensible models. |
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Mattos, Jos? Roberto Linhares deMattos, Jos? Roberto Linhares deNascimento, Eulina Coutinho Silva doScandiuzzi, Pedro PauloCPF: 549.417.927-34http://lattes.cnpq.br/8874950998779866Ferreira Neto, Antonio2018-11-14T17:26:13Z2013-12-18FERREIRA NETO, Antonio. A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru?. 2013, 37 f. Disserta??o (Mestrado em Educa??o Agr?cola) - Instituto de Agronomia, Universidade Federal Rural do Rio de Janeiro, Serop?dica, 2013.https://tede.ufrrj.br/jspui/handle/jspui/2523By necessity, the people are always measuring, counting or gauging something present in the environment that they are inserted. In this perspective, ethnomathematics, in a cultural-historical approach, helps to better understand the ability of a people collectivize and create representations of reality, because all the different social groups originate different knowledges. In this study the main objective was to investigate, through a perspective ethnomathematics, the mathematical culture of the Surui Paiter villages in daily, watching your numeration system and how the indigenous teacher Surui develops its activities. The research was qualitative, with interviews and observations to residents, students and teachers from the villages. During the research we found different ways that can be used to teach concepts of mathematics taking bias as the culture of a people, in a formal and informal environment, minimizing barriers to learning and making it more meaningful. We stress the importance of mathematical knowledge for indigenous and the use this knowledge in maintenance of the villages (product sales, construction, plantations, among others). We verify what are the math contents more used and which help in their works and in the development of the villages. During the research it became clear the interdisciplinary as an indispensable tool in overcoming the difficulties of teaching in the villages (lack of suitable material, some lack of teaching resources ?). The teachers use the mathematical topics as an extraordinary teaching resource, combining them to the educational process as a whole. Thus, in addition to learning mathematical concepts, they can form responsible citizens concerned with the rights of others and the welfare of all. Ethnomathematics, in turn, assists the learner and the educator to understand the holistic reality of knowledge to understand facts observed from another angle, become less complicated, encourages research and therefore the discovery, back to the origin. To teach mathematics to a people of the forest, using his culture as a platform, with their meanings and diverse forms, is get him learning between four walls and expose him to a novel scenario in which the theory is confused with reality, immersing the student in shapes and comprehensible models.Por necessidade, os indiv?duos sempre est?o medindo, contando ou aferindo algo presente no meio em que est?o inseridos. Nessa perspectiva, a etnomatem?tica, em uma abordagem hist?rico-cultural, ajuda a entender melhor a capacidade de um povo criar e coletivizar representa??es da realidade, pois todos os distintos grupos sociais abrolham diferentes conhecimentos. Neste trabalho o objetivo principal foi investigar, atrav?s de uma perspectiva etnomatem?tica, a cultura matem?tica da etnia Paiter Suru? no cotidiano das aldeias, observando seu sistema de contagem e como o professor ind?gena Paiter Suru? desenvolve suas atividades. A pesquisa teve car?ter qualitativo, com entrevistas e observa??es a moradores, alunos e professores das aldeias. No decorrer da pesquisa observamos diferentes maneiras que podem ser usadas para ensinar conceitos da Matem?tica tomando como vi?s a cultura de um povo, em um ambiente formal e informal, minimizando barreiras na aprendizagem e tornando-a mais significativa. Destacamos a import?ncia do conhecimento matem?tico para os ind?genas e a utiliza??o desses conhecimentos na manuten??o das aldeias (venda de produtos, constru??o, plantios, entre outros). Verificamos quais os conte?dos de matem?tica s?o mais utilizados e que os auxiliam no seu trabalho e no desenvolvimento das aldeias. Durante a pesquisa ficou evidenciado o processo interdisciplinar como ferramenta indispens?vel na supera??o das dificuldades de ensinar nas aldeias (falta de material adequado, falta de alguns recursos did?ticos etc.). Os professores utilizam-se dos temas matem?ticos como um extraordin?rio recurso did?tico, aliando-os ao processo educacional como um todo. Desta forma, al?m de aprender conceitos matem?ticos, eles conseguem formar cidad?os respons?veis, preocupados com o direito do outro e o bem-estar de todos. A etnomatem?tica, por sua vez, auxilia o educando e o educador a entender a realidade hol?stica do saber fazer, passar a entender fatos que observados de outro ?ngulo tornam-se menos complicados, instiga ? pesquisa e, por conseguinte, a descoberta, numa volta a sua origem. Ensinar matem?tica para um povo da floresta, usando como plataforma sua cultura com seus significados e formas diversificadas, ? tir?-lo da aprendizagem entre quatro paredes e exp?-lo a um cen?rio inovador em que a teoria se confunde com a realidade, imergindo o aluno em formas e modelos compreens?veis.Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-14T17:26:13Z No. of bitstreams: 1 2013 - Antonio Ferreira Neto.pdf: 1246514 bytes, checksum: d78b91a40fe30937a1ed9d424f705134 (MD5)Made available in DSpace on 2018-11-14T17:26:13Z (GMT). No. of bitstreams: 1 2013 - Antonio Ferreira Neto.pdf: 1246514 bytes, checksum: d78b91a40fe30937a1ed9d424f705134 (MD5) Previous issue date: 2013-12-18application/pdfhttps://tede.ufrrj.br/retrieve/8889/2013%20-%20Antonio%20Ferreira%20Neto.pdf.jpghttps://tede.ufrrj.br/retrieve/15434/2013%20-%20Antonio%20Ferreira%20Neto.pdf.jpghttps://tede.ufrrj.br/retrieve/21736/2013%20-%20Antonio%20Ferreira%20Neto.pdf.jpghttps://tede.ufrrj.br/retrieve/28120/2013%20-%20Antonio%20Ferreira%20Neto.pdf.jpghttps://tede.ufrrj.br/retrieve/34498/2013%20-%20Antonio%20Ferreira%20Neto.pdf.jpghttps://tede.ufrrj.br/retrieve/40886/2013%20-%20Antonio%20Ferreira%20Neto.pdf.jpghttps://tede.ufrrj.br/retrieve/47242/2013%20-%20Antonio%20Ferreira%20Neto.pdf.jpghttps://tede.ufrrj.br/retrieve/53664/2013%20-%20Antonio%20Ferreira%20Neto.pdf.jpgporUniversidade Federal Rural do Rio de JaneiroPrograma de P?s-Gradua??o em Educa??o Agr?colaUFRRJBrasilInstituto de AgronomiaEduca??o matem?ticaEduca??o ind?genaEtnomatem?ticaPaiter Suru?Mathematics educationIndigenous educationEthnomathematicsEduca??oA Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru?Ethnomathematics in daily of the indigenous education in villages Paiter Suruiinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRRJinstname:Universidade Federal Rural do Rio de Janeiro (UFRRJ)instacron:UFRRJTHUMBNAIL2013 - Antonio Ferreira Neto.pdf.jpg2013 - Antonio Ferreira Neto.pdf.jpgimage/jpeg1943http://localhost:8080/tede/bitstream/jspui/2523/18/2013+-+Antonio+Ferreira+Neto.pdf.jpg8c1280dca4077478b5fad29883580c72MD518TEXT2013 - Antonio Ferreira Neto.pdf.txt2013 - Antonio Ferreira Neto.pdf.txttext/plain105152http://localhost:8080/tede/bitstream/jspui/2523/17/2013+-+Antonio+Ferreira+Neto.pdf.txt4ba859b2e889ce7180304776d3d3b1c3MD517ORIGINAL2013 - Antonio Ferreira Neto.pdf2013 - Antonio Ferreira Neto.pdfapplication/pdf1246514http://localhost:8080/tede/bitstream/jspui/2523/2/2013+-+Antonio+Ferreira+Neto.pdfd78b91a40fe30937a1ed9d424f705134MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru? |
dc.title.alternative.eng.fl_str_mv |
Ethnomathematics in daily of the indigenous education in villages Paiter Surui |
title |
A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru? |
spellingShingle |
A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru? Ferreira Neto, Antonio Educa??o matem?tica Educa??o ind?gena Etnomatem?tica Paiter Suru? Mathematics education Indigenous education Ethnomathematics Educa??o |
title_short |
A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru? |
title_full |
A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru? |
title_fullStr |
A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru? |
title_full_unstemmed |
A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru? |
title_sort |
A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru? |
author |
Ferreira Neto, Antonio |
author_facet |
Ferreira Neto, Antonio |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mattos, Jos? Roberto Linhares de |
dc.contributor.referee1.fl_str_mv |
Mattos, Jos? Roberto Linhares de |
dc.contributor.referee2.fl_str_mv |
Nascimento, Eulina Coutinho Silva do |
dc.contributor.referee3.fl_str_mv |
Scandiuzzi, Pedro Paulo |
dc.contributor.authorID.fl_str_mv |
CPF: 549.417.927-34 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8874950998779866 |
dc.contributor.author.fl_str_mv |
Ferreira Neto, Antonio |
contributor_str_mv |
Mattos, Jos? Roberto Linhares de Mattos, Jos? Roberto Linhares de Nascimento, Eulina Coutinho Silva do Scandiuzzi, Pedro Paulo |
dc.subject.por.fl_str_mv |
Educa??o matem?tica Educa??o ind?gena Etnomatem?tica Paiter Suru? |
topic |
Educa??o matem?tica Educa??o ind?gena Etnomatem?tica Paiter Suru? Mathematics education Indigenous education Ethnomathematics Educa??o |
dc.subject.eng.fl_str_mv |
Mathematics education Indigenous education Ethnomathematics |
dc.subject.cnpq.fl_str_mv |
Educa??o |
description |
By necessity, the people are always measuring, counting or gauging something present in the environment that they are inserted. In this perspective, ethnomathematics, in a cultural-historical approach, helps to better understand the ability of a people collectivize and create representations of reality, because all the different social groups originate different knowledges. In this study the main objective was to investigate, through a perspective ethnomathematics, the mathematical culture of the Surui Paiter villages in daily, watching your numeration system and how the indigenous teacher Surui develops its activities. The research was qualitative, with interviews and observations to residents, students and teachers from the villages. During the research we found different ways that can be used to teach concepts of mathematics taking bias as the culture of a people, in a formal and informal environment, minimizing barriers to learning and making it more meaningful. We stress the importance of mathematical knowledge for indigenous and the use this knowledge in maintenance of the villages (product sales, construction, plantations, among others). We verify what are the math contents more used and which help in their works and in the development of the villages. During the research it became clear the interdisciplinary as an indispensable tool in overcoming the difficulties of teaching in the villages (lack of suitable material, some lack of teaching resources ?). The teachers use the mathematical topics as an extraordinary teaching resource, combining them to the educational process as a whole. Thus, in addition to learning mathematical concepts, they can form responsible citizens concerned with the rights of others and the welfare of all. Ethnomathematics, in turn, assists the learner and the educator to understand the holistic reality of knowledge to understand facts observed from another angle, become less complicated, encourages research and therefore the discovery, back to the origin. To teach mathematics to a people of the forest, using his culture as a platform, with their meanings and diverse forms, is get him learning between four walls and expose him to a novel scenario in which the theory is confused with reality, immersing the student in shapes and comprehensible models. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-12-18 |
dc.date.accessioned.fl_str_mv |
2018-11-14T17:26:13Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
FERREIRA NETO, Antonio. A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru?. 2013, 37 f. Disserta??o (Mestrado em Educa??o Agr?cola) - Instituto de Agronomia, Universidade Federal Rural do Rio de Janeiro, Serop?dica, 2013. |
dc.identifier.uri.fl_str_mv |
https://tede.ufrrj.br/jspui/handle/jspui/2523 |
identifier_str_mv |
FERREIRA NETO, Antonio. A Etnomatem?tica no cotidiano do ensino ind?gena em aldeias Paiter Suru?. 2013, 37 f. Disserta??o (Mestrado em Educa??o Agr?cola) - Instituto de Agronomia, Universidade Federal Rural do Rio de Janeiro, Serop?dica, 2013. |
url |
https://tede.ufrrj.br/jspui/handle/jspui/2523 |
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Universidade Federal Rural do Rio de Janeiro |
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UFRRJ |
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Brasil |
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Instituto de Agronomia |
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Universidade Federal Rural do Rio de Janeiro |
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