The brazilian indiginous peoples in Mathematics textbooks for the Elementary School

Detalhes bibliográficos
Autor(a) principal: Barros, Liana Cézar
Data de Publicação: 2023
Outros Autores: Baumann, Ana Paula Purcina, Ribeiro, José Pedro Machado
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/7361
Resumo: This work analyzes the collections of Elementary School Mathematics textbooks, with the aim of understanding how Brazilian indigenous peoples are presented in elementary school mathematics textbooks. It adopts a phenomenological approach, contextualize in qualitative methodology. The obtained categories were Pedagogical didactic support for teachers in working with indigenous peoples; Indigenous contexts in dialogue with mathematical content; Critical and reflective approach to presenting and working with indigenous themes in textbooks; Colonizing perspective and disregard for indigenous themes in textbooks. It is concluded that, despite attempts to discuss interculturality, value culture, and break down prejudices against indigenous peoples, many books overlook the importance of addressing the theme or handle it in a superficial manner.
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spelling The brazilian indiginous peoples in Mathematics textbooks for the Elementary SchoolLos pueblos indígenas brasileños en los libros didácticos de Matemática de la Escuela PrimariaOs povos indígenas brasileiros nos livros didáticos de Matemática dos Anos Iniciais do Ensino FundamentalLivros DidáticosPovos IndígenasDiversidade CulturalEducação MatemáticaDecolonialidadeTextbooksIndigenous PeoplesCultural DiversityMathematics EducationDecolonialityLibros DidácticosPueblos IndígenasDiversidad CulturalEducación MatemáticaDecolonialidadThis work analyzes the collections of Elementary School Mathematics textbooks, with the aim of understanding how Brazilian indigenous peoples are presented in elementary school mathematics textbooks. It adopts a phenomenological approach, contextualize in qualitative methodology. The obtained categories were Pedagogical didactic support for teachers in working with indigenous peoples; Indigenous contexts in dialogue with mathematical content; Critical and reflective approach to presenting and working with indigenous themes in textbooks; Colonizing perspective and disregard for indigenous themes in textbooks. It is concluded that, despite attempts to discuss interculturality, value culture, and break down prejudices against indigenous peoples, many books overlook the importance of addressing the theme or handle it in a superficial manner.Este trabajo tiene como objetivo comprender la forma en que los pueblos indígenas brasileños son presentados en las colecciones de libros de texto de Matemática de la Escuela Primaria. Adopta un enfoque fenomenológico, contextualizado en la metodología cualitativa. Las categorías obtenidas fueron: Apoyo didáctico-pedagógico a docentes para el trabajo con pueblos indígenas; Contextos indígenas en diálogo con contenidos matemáticos; Manera crítica y reflexiva de presentar y trabajar temas indígenas en los libros de texto; Visión colonizadora y abandono de la temática indígena en los libros de texto. Se concluye que, a pesar del intento de debatir la interculturalidad, valorar la cultura y romper prejuicios contra los pueblos indígenas, muchos libros desestiman la importancia de abordar el tema o lo tratan de manera superficial.Este trabalho tem o objetivo de compreender de que maneira os povos indígenas brasileiros são apresentados nas coleções de livros didáticos (LD) de Matemática dos Anos Iniciais do Ensino Fundamental. Adota uma abordagem fenomenológica, contextualizada na metodologia qualitativa. As categorias obtidas foram: Apoio didático-pedagógico ao professor para o trabalho sobre os povos indígenas; Contextos indígenas em diálogo com conteúdos matemáticos; Modo crítico e reflexivo de apresentar e trabalhar a temática indígena nos LD; Visão colonizadora e displicência em relação à temática indígena nos LD. Conclui-se que, apesar da tentativa de debater a interculturalidade, valorizar a cultura e romper preconceitos contra povos indígenas, muitos livros desconsideram a importância de abordar o tema ou o tratam de modo superficial.Editora Unimontes2023-12-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/736110.46551/emd.v7n13a19Educação Matemática Debate; v. 7 n. 13 (2023): jan./dez.; 1-232526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/7361/7146https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessBarros, Liana CézarBaumann, Ana Paula PurcinaRibeiro, José Pedro Machado2024-03-28T19:36:54Zoai:ojs2.periodicos.unimontes.br:article/7361Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2024-03-28T19:36:54Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv The brazilian indiginous peoples in Mathematics textbooks for the Elementary School
Los pueblos indígenas brasileños en los libros didácticos de Matemática de la Escuela Primaria
Os povos indígenas brasileiros nos livros didáticos de Matemática dos Anos Iniciais do Ensino Fundamental
title The brazilian indiginous peoples in Mathematics textbooks for the Elementary School
spellingShingle The brazilian indiginous peoples in Mathematics textbooks for the Elementary School
Barros, Liana Cézar
Livros Didáticos
Povos Indígenas
Diversidade Cultural
Educação Matemática
Decolonialidade
Textbooks
Indigenous Peoples
Cultural Diversity
Mathematics Education
Decoloniality
Libros Didácticos
Pueblos Indígenas
Diversidad Cultural
Educación Matemática
Decolonialidad
title_short The brazilian indiginous peoples in Mathematics textbooks for the Elementary School
title_full The brazilian indiginous peoples in Mathematics textbooks for the Elementary School
title_fullStr The brazilian indiginous peoples in Mathematics textbooks for the Elementary School
title_full_unstemmed The brazilian indiginous peoples in Mathematics textbooks for the Elementary School
title_sort The brazilian indiginous peoples in Mathematics textbooks for the Elementary School
author Barros, Liana Cézar
author_facet Barros, Liana Cézar
Baumann, Ana Paula Purcina
Ribeiro, José Pedro Machado
author_role author
author2 Baumann, Ana Paula Purcina
Ribeiro, José Pedro Machado
author2_role author
author
dc.contributor.author.fl_str_mv Barros, Liana Cézar
Baumann, Ana Paula Purcina
Ribeiro, José Pedro Machado
dc.subject.por.fl_str_mv Livros Didáticos
Povos Indígenas
Diversidade Cultural
Educação Matemática
Decolonialidade
Textbooks
Indigenous Peoples
Cultural Diversity
Mathematics Education
Decoloniality
Libros Didácticos
Pueblos Indígenas
Diversidad Cultural
Educación Matemática
Decolonialidad
topic Livros Didáticos
Povos Indígenas
Diversidade Cultural
Educação Matemática
Decolonialidade
Textbooks
Indigenous Peoples
Cultural Diversity
Mathematics Education
Decoloniality
Libros Didácticos
Pueblos Indígenas
Diversidad Cultural
Educación Matemática
Decolonialidad
description This work analyzes the collections of Elementary School Mathematics textbooks, with the aim of understanding how Brazilian indigenous peoples are presented in elementary school mathematics textbooks. It adopts a phenomenological approach, contextualize in qualitative methodology. The obtained categories were Pedagogical didactic support for teachers in working with indigenous peoples; Indigenous contexts in dialogue with mathematical content; Critical and reflective approach to presenting and working with indigenous themes in textbooks; Colonizing perspective and disregard for indigenous themes in textbooks. It is concluded that, despite attempts to discuss interculturality, value culture, and break down prejudices against indigenous peoples, many books overlook the importance of addressing the theme or handle it in a superficial manner.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/7361
10.46551/emd.v7n13a19
url https://www.periodicos.unimontes.br/index.php/emd/article/view/7361
identifier_str_mv 10.46551/emd.v7n13a19
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/7361/7146
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 7 n. 13 (2023): jan./dez.; 1-23
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
repository.mail.fl_str_mv revista.emd@unimontes.br||
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