Guarani and Kaiowá teacher education: interculturality and decoloniality in mathematics teaching

• Autor(a) principal: Oliveira, Maria Aparecida Mendes
• Data de Publicação: 2018
• Outros Autores: Mendes, Jackeline Rodrigues
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650893
• topic: Formação de professores; Educação indígena; Interculturalidade; Etnomatemática; Indigenous teacher education; Interculturality; Ethnomathematics; Decoloniality; Formação de professores; Educação indígena; Interculturalidade; Etnomatemática

The present article proposes a discussion about relations between knowledge (mathematics) in process of initialformation of indigenous teachers, as well as in the continuous formation with the insertion of these teachers inthe Final Years of Elementary and Secondary Education in indigenous schools of their communities. Thediscussion is presented from studies on interculturality and knowledge decoloniality. We started from the speechof Guarani and Kaiowá teachers, in Mato Grosso do Sul, graduates of the Indigenous Intercultural Licentiatecourse of the Federal University of Grande Dourados-UFGD. The statements of these teachers reveal thetensions produced in these relations and place in a logical question of hierarchy among the knowledge present inthe model of coloniality. The relations between knowledge, established in the model imposed by structures,power systems and colonial knowledge, maintained and reproduced in the institutional spaces, are put inquestion with the presence of indigenous in university and indigenous schools that is configured as a process of resistance to this model. In this way, interculturality and decoloniality are projects that are linked to struggle fora differentiated indigenous school, always under construction, permeated by a series of tensions.