Ensino e aprendizagem da matemática na educação escolar indígena Paiter Suruí

• Autor(a) principal: Ferreira Neto, Antonio
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/6022
• topic: Aprendizagem significativa; Etnomatemática; Educação escolar indígena; Paiter; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Significant learning; Ethnomathematics; Indigenous school education; Paiter

ABSTRACT: This research aims to analyze the teaching and learning process of Mathematics contents in the basic education schools of Suruí Paiter, based on the Significant Learning Theory by Ausubel and on the dynamics developed in the Ethnomathematics Program by D'Ambrosio. It also seeks to investigate didactic and pedagogical methods developed in the villages and to verify if they are practiced contextually in the daily life of the indigenous community and if this community appropriates the knowledge transmitted from generation to generation, making the teaching of Mathematics to be significant, which works as an instrument for the maintenance of the Paiter culture. To do so, it begins by presenting some relevant research on Paiter, which discusses the teaching of Ethnomathematics in the villages, in order to identify how the subject has been treated in academic circles, which reinforce the list of problems identified in the schools of these communities regarding necessity to invest in education appropriate to the indigenous profile. The research has a qualitative approach and, from this, it was chosen to do based on the theoretical axes of ethnography, modern oral history, participant observation and narratives, through interviews. It has academic and social contributions, as it provides a better understanding of the mathematical knowledge of the Paiter and the didactics used by them, as well as bringing the university closer to the indigenous populations, strengthening the struggle for quality, bilingual and specific public education. Based on data analysis, from the use of Ethnomathematics in the activities developed by the indigenous communities: handicrafts, construction of malocas and graphics, it was verified that this kind of teaching is the fundamental element for the teaching and learning process of indigenous students in a significant way, resulting in the urgent necessity for the pertinent organs to increase the number of properly trained indigenous teachers, as well as to promote the elaboration of a differentiated curriculum, capable of contemplating indigenous school education, through this methodology.