Formative training of teachers who teach mathematics in indigenous communities of Acre
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
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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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 |
_version_ |
1798329592345264128 |