Ethnomathematics and Freirean pedagogy: an intercultural experience with the Kaingang community

• Autor(a) principal: Bernardi, Luci dos Santos
• Data de Publicação: 2018
• Outros Autores: Santos, Jorge Alejandro
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650727
• topic: Etnomatemática; Educação intercultural; Indígenas Kaingang; Pedagogia freiriana; Intercultura; Education; Indigenous; Kaingang; Ethnomathematics; Freirean pedagogy; Educación intercultural; Indígena kaingang; Etnomatemática; Pedagogía freireana

The paper exposes an experience of mathematical education in the initial formation of indigenous teachers of theKaingang ethnic group within the Indigenous Intercultural Licentiates in Mathematics and Natural Sciences. Theexperience represents an effort to develop mathematical teaching in the perspective of intercultural education,specific, bilingual and differentiated. It is based on three concepts: ethnomathematics, Freirean pedagogy andintercultural perspective. Such a theoretical framework proved to be an important device to translate into dailypractice the objectives of an indigenous school education that respects the cultural traditions of each ethnic group.From the understanding of some of the social and cultural practices of the Kaingang tradition and of logical and algebra notions, we evidenced binary logic in the Kamé-Kairú cosmological duality, which assumes the logicalprinciple of identity and excluded third, along with that of noncontradiction. In the development of the work, weexplain the methodological and pedagogical conceptions, the activities carried out and explain how we use theparadigm of ethnomathematics to develop contents, materials and research in order to contextualize teaching inthe Kaingang culture.