Cultural knowledge and school mathematics: necessary meeting in indigenous school education

• Autor(a) principal: Voltolini, Luzia
• Data de Publicação: 2018
• Outros Autores: Kaiber, Carmen Teresa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650861
• topic: Indigenous school education; Mathematical education; Teaching and learning; Mathematics curriculum; Educação escolar indígena; Educação matemática; Ensino e aprendizagem; Currículo de matemática

In this article, we present results and analyzes of an investigation being carried out in the Serra da MoçaIndigenous Land in the State of Roraima, Brazil, and aims to investigate possibilities for the constitution ofa Mathematics curriculum for the final years of Elementary Education , which considers needs, interestsand aspects of the culture of indigenous peoples. Methodologically, the research is inserted in a qualitativeperspective following the presuppositions of the ethnographic research, involving forty-six members of thecommunities of the Serra da Moça Indigenous Land. Data and analysis concerning the participants'perception of the traditional mathematical knowledge circulating in the community and the demands fornew knowledge required in the contemporary context are highlighted here. Results show that traditional knowledge and practices are useful and meet the daily needs of the community, however there is a need fornew knowledge to be acquired.