An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts

Detalhes bibliográficos
Autor(a) principal: Costa, Wanderleya Nara Gonçalves
Data de Publicação: 2010
Outros Autores: Domingues, Kátia Cristina M., Andrade, Silvanio de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646706
Resumo: In this article we analyze the educational practices related to theteaching of Mathematics to the Indigene when performed from the perspective ofEthnomathematics. We attempt to bring to the fore some effects of truth andpower; in order to do this, after some approximations betweenEthnomathematics and Foucault research, we explore the possibilities of adialogue between these two theoretical positions and point out the changes thatthe formation of indigenous teachers has suffered and caused. From ourresearch among different indigenous peoples from the states of São Paulo andMato Grosso, we illustrate the fact that the school has engendered substantialalterations in the concepts and usages of time and space by indigenous culturesand changed the practices of meeting individual, family and clan obligations,among others. We endeavor, with this, to undermine some certainties and toinvite Mathematics educators who work with indigenous peoples to rethink theirdiscursive and non-discursive practices.
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spelling An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contextsUma análise de práticas discursivas e não discursivas sobre o ensino de matemática em contextos indígenasIndigenous educationEthnomathematicsDiscursive and nondiscursive practicesEducação indígenaEtnomatemáticaPráticas discursivas e não discursivasEducação indígenaEtnomatemáticapráticas discursivas e não discursivasIn this article we analyze the educational practices related to theteaching of Mathematics to the Indigene when performed from the perspective ofEthnomathematics. We attempt to bring to the fore some effects of truth andpower; in order to do this, after some approximations betweenEthnomathematics and Foucault research, we explore the possibilities of adialogue between these two theoretical positions and point out the changes thatthe formation of indigenous teachers has suffered and caused. From ourresearch among different indigenous peoples from the states of São Paulo andMato Grosso, we illustrate the fact that the school has engendered substantialalterations in the concepts and usages of time and space by indigenous culturesand changed the practices of meeting individual, family and clan obligations,among others. We endeavor, with this, to undermine some certainties and toinvite Mathematics educators who work with indigenous peoples to rethink theirdiscursive and non-discursive practices.Neste artigo analisamos as práticas educativas relacionadas ao ensino de matemática para os índios, quando realizadas sob a perspectiva da Etnomatemática. Procuramos salientar alguns efeitos de verdade e de poder; para tanto, após indicar algumas aproximações entre a Etnomatemática e as pesquisas de Foucault, exploramos as possibilidades de diálogo entre estas duas posturas teóricas e apontamos transformações que a formação de professores indígenas tem sofrido e causado. A partir de nossas pesquisas com diferentes povos indígenas dos Estados de São Paulo e de Mato Grosso, ilustramos o fato de que a escola tem engendrado alterações substanciais nas concepções e nos usos do tempo e do espaço de culturas indígenas e modificado as práticas de atendimento às obrigações individuais, familiares e clânicas, dentre outras. Procuramos, com isso, abalar algumas certezas e convidar os educadores matemáticos que atuam com os povos indígenas a repensarem suas práticas discursivas e não discursivas.Universidade Estadual de Campinas2010-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864670610.20396/zet.v17i32.8646706Zetetike; Vol. 17 No. 2 (2009): jul./dez. [32]Zetetike; Vol. 17 Núm. 2 (2009): jul./dez. [32]Zetetike; v. 17 n. 2 (2009): jul./dez. [32]2176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646706/13608Brazil; 2009Brasil; 2009Copyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessCosta, Wanderleya Nara GonçalvesDomingues, Kátia Cristina M.Andrade, Silvanio de2023-11-10T13:23:08Zoai:ojs.periodicos.sbu.unicamp.br:article/8646706Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-11-10T13:23:08Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts
Uma análise de práticas discursivas e não discursivas sobre o ensino de matemática em contextos indígenas
title An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts
spellingShingle An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts
Costa, Wanderleya Nara Gonçalves
Indigenous education
Ethnomathematics
Discursive and nondiscursive practices
Educação indígena
Etnomatemática
Práticas discursivas e não discursivas
Educação indígena
Etnomatemática
práticas discursivas e não discursivas
title_short An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts
title_full An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts
title_fullStr An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts
title_full_unstemmed An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts
title_sort An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts
author Costa, Wanderleya Nara Gonçalves
author_facet Costa, Wanderleya Nara Gonçalves
Domingues, Kátia Cristina M.
Andrade, Silvanio de
author_role author
author2 Domingues, Kátia Cristina M.
Andrade, Silvanio de
author2_role author
author
dc.contributor.author.fl_str_mv Costa, Wanderleya Nara Gonçalves
Domingues, Kátia Cristina M.
Andrade, Silvanio de
dc.subject.por.fl_str_mv Indigenous education
Ethnomathematics
Discursive and nondiscursive practices
Educação indígena
Etnomatemática
Práticas discursivas e não discursivas
Educação indígena
Etnomatemática
práticas discursivas e não discursivas
topic Indigenous education
Ethnomathematics
Discursive and nondiscursive practices
Educação indígena
Etnomatemática
Práticas discursivas e não discursivas
Educação indígena
Etnomatemática
práticas discursivas e não discursivas
description In this article we analyze the educational practices related to theteaching of Mathematics to the Indigene when performed from the perspective ofEthnomathematics. We attempt to bring to the fore some effects of truth andpower; in order to do this, after some approximations betweenEthnomathematics and Foucault research, we explore the possibilities of adialogue between these two theoretical positions and point out the changes thatthe formation of indigenous teachers has suffered and caused. From ourresearch among different indigenous peoples from the states of São Paulo andMato Grosso, we illustrate the fact that the school has engendered substantialalterations in the concepts and usages of time and space by indigenous culturesand changed the practices of meeting individual, family and clan obligations,among others. We endeavor, with this, to undermine some certainties and toinvite Mathematics educators who work with indigenous peoples to rethink theirdiscursive and non-discursive practices.
publishDate 2010
dc.date.none.fl_str_mv 2010-03-20
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/8646706
10.20396/zet.v17i32.8646706
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646706
identifier_str_mv 10.20396/zet.v17i32.8646706
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/8646706/13608
dc.rights.driver.fl_str_mv Copyright (c) 2014 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2014 Zetetiké: Revista de Educação Matemática
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; 2009
Brasil; 2009
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. 17 No. 2 (2009): jul./dez. [32]
Zetetike; Vol. 17 Núm. 2 (2009): jul./dez. [32]
Zetetike; v. 17 n. 2 (2009): jul./dez. [32]
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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