Formative training of teachers who teach mathematics in indigenous communities of Acre

Detalhes bibliográficos
Autor(a) principal: Silva, Mara Ryeklma da Costa
Data de Publicação: 2018
Outros Autores: Souza, Edcarlos Miranda de, Silva, Itamar Miranda da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650889
Resumo: Faced with the significance of indigenous school education in Acre, the present work was developed toaddresses the historical, national and local panorama in which this model of education was established. Througha bibliographic review, which considered documents such as the National Curriculum Guidelines for IndigenousSchool Education, a comprehension about the solidification’s process of an intercultural and differentiatededucation was aimed, presenting reflections that emerged from the experience in the participation of aninstructor training process of indigenous teachers who teach mathematics. During the experiment, support wassought in Anthropology, broadening the comprehension about cares that the researcher / educator needs to takewhen adopting educational practices. The results showed that working according to the native's approach bringsacademic mathematical contents to the daily life of the communities, valuing cultural practices allied to thecomprehension of mathematics as science.
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spelling Formative training of teachers who teach mathematics in indigenous communities of AcrePercurso formativo de professores que ensinam matemática em escolas indígenas do AcreIndigenous school educationTeacher trainingMathematical educationInterculturalityEducação escolar indígenaFormação docenteEducação matemáticaInterculturalidadeFaced with the significance of indigenous school education in Acre, the present work was developed toaddresses the historical, national and local panorama in which this model of education was established. Througha bibliographic review, which considered documents such as the National Curriculum Guidelines for IndigenousSchool Education, a comprehension about the solidification’s process of an intercultural and differentiatededucation was aimed, presenting reflections that emerged from the experience in the participation of aninstructor training process of indigenous teachers who teach mathematics. During the experiment, support wassought in Anthropology, broadening the comprehension about cares that the researcher / educator needs to takewhen adopting educational practices. The results showed that working according to the native's approach bringsacademic mathematical contents to the daily life of the communities, valuing cultural practices allied to thecomprehension of mathematics as science.Frente à significância da educação escolar indígena no Acre, desenvolveu-se o presente trabalho que aborda os panoramas histórico, nacional e estadual, nos quais que se estabeleceu este modelo de ensino. Por meio de revisão bibliográfica, a qual considerou documentos como as Diretrizes Curriculares Nacionais para a Educação Escolar Indígena, objetivou-se a compreensão sobre o processo de solidificação de uma educação intercultural e diferenciada, apresentando reflexões que emergiram da experiência na participação do processo formativo de professores indígenas que ensinam matemática. Durante a experiência buscou-se respaldo na Antropologia, ampliando a compreensão quanto aos cuidados que o pesquisador/educador precisa tomar ao adotar práticas educacionais. Os resultados mostraram que trabalhar segundo o olhar do indígena, aproxima conteúdos matemático-acadêmicos ao cotidiano de comunidades, valorizando práticas culturais aliadas à compreensão da matemática como ciência.Universidade Estadual de Campinas2018-04-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/865088910.20396/zet.v26i1.8650889Zetetike; Vol. 26 No. 1 (2018): Dossiê Temático; 185-205Zetetike; Vol. 26 Núm. 1 (2018): Dossiê Temático; 185-205Zetetike; v. 26 n. 1 (2018): Dossiê Temático; 185-2052176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650889/17990Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2018 Zetetikehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSilva, Mara Ryeklma da CostaSouza, Edcarlos Miranda deSilva, Itamar Miranda da2023-12-21T16:08:36Zoai:ojs.periodicos.sbu.unicamp.br:article/8650889Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-21T16:08:36Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Formative training of teachers who teach mathematics in indigenous communities of Acre
Percurso formativo de professores que ensinam matemática em escolas indígenas do Acre
title Formative training of teachers who teach mathematics in indigenous communities of Acre
spellingShingle Formative training of teachers who teach mathematics in indigenous communities of Acre
Silva, Mara Ryeklma da Costa
Indigenous school education
Teacher training
Mathematical education
Interculturality
Educação escolar indígena
Formação docente
Educação matemática
Interculturalidade
title_short Formative training of teachers who teach mathematics in indigenous communities of Acre
title_full Formative training of teachers who teach mathematics in indigenous communities of Acre
title_fullStr Formative training of teachers who teach mathematics in indigenous communities of Acre
title_full_unstemmed Formative training of teachers who teach mathematics in indigenous communities of Acre
title_sort Formative training of teachers who teach mathematics in indigenous communities of Acre
author Silva, Mara Ryeklma da Costa
author_facet Silva, Mara Ryeklma da Costa
Souza, Edcarlos Miranda de
Silva, Itamar Miranda da
author_role author
author2 Souza, Edcarlos Miranda de
Silva, Itamar Miranda da
author2_role author
author
dc.contributor.author.fl_str_mv Silva, Mara Ryeklma da Costa
Souza, Edcarlos Miranda de
Silva, Itamar Miranda da
dc.subject.por.fl_str_mv Indigenous school education
Teacher training
Mathematical education
Interculturality
Educação escolar indígena
Formação docente
Educação matemática
Interculturalidade
topic Indigenous school education
Teacher training
Mathematical education
Interculturality
Educação escolar indígena
Formação docente
Educação matemática
Interculturalidade
description Faced with the significance of indigenous school education in Acre, the present work was developed toaddresses the historical, national and local panorama in which this model of education was established. Througha bibliographic review, which considered documents such as the National Curriculum Guidelines for IndigenousSchool Education, a comprehension about the solidification’s process of an intercultural and differentiatededucation was aimed, presenting reflections that emerged from the experience in the participation of aninstructor training process of indigenous teachers who teach mathematics. During the experiment, support wassought in Anthropology, broadening the comprehension about cares that the researcher / educator needs to takewhen adopting educational practices. The results showed that working according to the native's approach bringsacademic mathematical contents to the daily life of the communities, valuing cultural practices allied to thecomprehension of mathematics as science.
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/8650889
10.20396/zet.v26i1.8650889
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650889
identifier_str_mv 10.20396/zet.v26i1.8650889
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/8650889/17990
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; 185-205
Zetetike; Vol. 26 Núm. 1 (2018): Dossiê Temático; 185-205
Zetetike; v. 26 n. 1 (2018): Dossiê Temático; 185-205
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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