The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics Education

Detalhes bibliográficos
Autor(a) principal: Pires, Magna Natalia Marin
Data de Publicação: 2018
Outros Autores: Amaral, Wagner Roberto do, Kuboyama, Jean Carlos Alves da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650891
Resumo: This article presents an experience of entrance and permanence of indigenous youth, inhabitants in the territoryof Paraná, through the right to additional places in State Higher Education Institutions. The innumerablechallenges of maintaining and training the native inhabitants, especially that of accompanying academicactivities, inspired the creation of the Intercultural Cycle of Academic Initiation of Indigenous Students, as astrategy to affirm and strengthen the indigenous presence in the university. After attending the Intercultural Cycle and obtaining the academic performance foreseen by the pedagogical proposal, the indigenous student canenroll in the desired undergraduate course. In this article we report the importance of Mathematics, one of theareas of knowledge addressed by an educator, and its possibilities to explore the potentialities and abilities thatwork with Problem Solving and Mathematical Investigations can develop in professionals of all areas ofknowledge. The report of part of a lesson episode reveals that Mathematics can provoke reflection and giveactive participation of the student, making decisions, making choices, testing the validity of their choices. 
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spelling The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics EducationO Ciclo intercultural de iniciação acadêmica em uma Universidade Estadual do Paraná: o fortalecimento dos indígenas na educação superior em uma experiência com a Educação MatemáticaMathematics educationIndigenous studentsIntercultural cycleIndigenous higher educationEducação matemáticaEstudantes indígenasCiclo interculturalEducação superior indígenaThis article presents an experience of entrance and permanence of indigenous youth, inhabitants in the territoryof Paraná, through the right to additional places in State Higher Education Institutions. The innumerablechallenges of maintaining and training the native inhabitants, especially that of accompanying academicactivities, inspired the creation of the Intercultural Cycle of Academic Initiation of Indigenous Students, as astrategy to affirm and strengthen the indigenous presence in the university. After attending the Intercultural Cycle and obtaining the academic performance foreseen by the pedagogical proposal, the indigenous student canenroll in the desired undergraduate course. In this article we report the importance of Mathematics, one of theareas of knowledge addressed by an educator, and its possibilities to explore the potentialities and abilities thatwork with Problem Solving and Mathematical Investigations can develop in professionals of all areas ofknowledge. The report of part of a lesson episode reveals that Mathematics can provoke reflection and giveactive participation of the student, making decisions, making choices, testing the validity of their choices. Este artigo apresenta uma experiência de ingresso e permanência de jovens indígenas, habitantes no território paranaense, por meio do direito a vagas suplementares em Instituições Estaduais de Ensino Superior. Os inúmeros desafios de manter e formar os indígenas ingressantes, principalmente o de acompanhar as atividades acadêmicas, inspirou a criação do Ciclo Intercultural de Iniciação Acadêmica de Estudantes Indígenas, como uma estratégia de afirmação e fortalecimento da presença indígena na universidade. Após cursar o Ciclo Intercultural e obter o desempenho acadêmico previsto pela proposta pedagógica, o estudante indígena poderá se matricular no curso de graduação desejado. Neste artigo relatamos importância da Matemática, uma das áreas de conhecimento abordadas por um educador-bolsista, e suas possibilidades em explorar as potencialidades e habilidades que o trabalho com Resolução de Problemas e as Investigações Matemáticas podem desenvolver nos profissionais de todas as áreas do conhecimento. O relato de parte de um episódio aula revela que a Matemática pode provocar a reflexão e oportunizar a participação ativa do estudante, tomando decisões, fazendo escolhas, testando a validade das suas escolhas. Universidade Estadual de Campinas2018-04-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTexto info:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/865089110.20396/zet.v26i1.8650891Zetetike; Vol. 26 No. 1 (2018): Dossiê Temático; 240-257Zetetike; Vol. 26 Núm. 1 (2018): Dossiê Temático; 240-257Zetetike; v. 26 n. 1 (2018): Dossiê Temático; 240-2572176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650891/17993Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2018 Zetetikehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessPires, Magna Natalia MarinAmaral, Wagner Roberto doKuboyama, Jean Carlos Alves da Silva2023-12-21T16:28:43Zoai:ojs.periodicos.sbu.unicamp.br:article/8650891Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-21T16:28:43Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics Education
O Ciclo intercultural de iniciação acadêmica em uma Universidade Estadual do Paraná: o fortalecimento dos indígenas na educação superior em uma experiência com a Educação Matemática
title The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics Education
spellingShingle The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics Education
Pires, Magna Natalia Marin
Mathematics education
Indigenous students
Intercultural cycle
Indigenous higher education
Educação matemática
Estudantes indígenas
Ciclo intercultural
Educação superior indígena
title_short The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics Education
title_full The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics Education
title_fullStr The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics Education
title_full_unstemmed The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics Education
title_sort The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics Education
author Pires, Magna Natalia Marin
author_facet Pires, Magna Natalia Marin
Amaral, Wagner Roberto do
Kuboyama, Jean Carlos Alves da Silva
author_role author
author2 Amaral, Wagner Roberto do
Kuboyama, Jean Carlos Alves da Silva
author2_role author
author
dc.contributor.author.fl_str_mv Pires, Magna Natalia Marin
Amaral, Wagner Roberto do
Kuboyama, Jean Carlos Alves da Silva
dc.subject.por.fl_str_mv Mathematics education
Indigenous students
Intercultural cycle
Indigenous higher education
Educação matemática
Estudantes indígenas
Ciclo intercultural
Educação superior indígena
topic Mathematics education
Indigenous students
Intercultural cycle
Indigenous higher education
Educação matemática
Estudantes indígenas
Ciclo intercultural
Educação superior indígena
description This article presents an experience of entrance and permanence of indigenous youth, inhabitants in the territoryof Paraná, through the right to additional places in State Higher Education Institutions. The innumerablechallenges of maintaining and training the native inhabitants, especially that of accompanying academicactivities, inspired the creation of the Intercultural Cycle of Academic Initiation of Indigenous Students, as astrategy to affirm and strengthen the indigenous presence in the university. After attending the Intercultural Cycle and obtaining the academic performance foreseen by the pedagogical proposal, the indigenous student canenroll in the desired undergraduate course. In this article we report the importance of Mathematics, one of theareas of knowledge addressed by an educator, and its possibilities to explore the potentialities and abilities thatwork with Problem Solving and Mathematical Investigations can develop in professionals of all areas ofknowledge. The report of part of a lesson episode reveals that Mathematics can provoke reflection and giveactive participation of the student, making decisions, making choices, testing the validity of their choices. 
publishDate 2018
dc.date.none.fl_str_mv 2018-04-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650891
10.20396/zet.v26i1.8650891
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650891
identifier_str_mv 10.20396/zet.v26i1.8650891
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650891/17993
dc.rights.driver.fl_str_mv Copyright (c) 2018 Zetetike
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Zetetike
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; Contemporary
Brasil; Contemporâneo
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Zetetike; Vol. 26 No. 1 (2018): Dossiê Temático; 240-257
Zetetike; Vol. 26 Núm. 1 (2018): Dossiê Temático; 240-257
Zetetike; v. 26 n. 1 (2018): Dossiê Temático; 240-257
2176-1744
reponame:Zetetiké (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Zetetiké (Online)
collection Zetetiké (Online)
repository.name.fl_str_mv Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv zetetike@unicamp.br
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