THE DIFFICULT ART OF BEING AN INDIGENOUS TEACHER: TEACHING MATHEMATICS IN THE EARLY YEARS OF ELEMENTARY SCHOOL
DOI:
https://doi.org/10.12957/riae.2023.70480Keywords:
Mathematics education. Indigenous school education. Indigenous teaching. Initial training of indigenous teachers.Abstract
Indigenous art in its different forms of representation, such as painting, music, dance, and crafts, expresses sociocultural processes of production, refinement, and updating of knowledge, which is passed from generation to generation. These processes involve a way of communicating, teaching, and learning that is unique to indigenous societies. Being an indigenous teacher today requires mobilizing the knowledge of tradition and school knowledge, aiming at the development of curricula and methodologies in line with the community's reality. It is with this principle that I begin the discussion in this article, which aims to identify the challenges and advances in the teaching of mathematics, based on the curriculum and on the ethnographic reports of indigenous teachers from the early grades of elementary school. The difficulties in teaching mathematics in indigenous schools in Amapá are discussed, based on a documental study and semi-structured interviews with indigenous teachers. In the theoretical framework the concepts of knowledge of tradition and curriculum come into play. The results revealed that the teaching of mathematics in indigenous school education is a challenge to be faced by indigenous teachers, the community, the leaders, and the militant (non-indigenous) teachers, in view of the effectiveness of a school curriculum that dialogues with the knowledge of tradition. Finally, we indicate the importance of new studies that discuss the curriculum, the teaching methodologies, and the dialogue with the knowledge of tradition in the indigenous context.References
ALMEIDA, Maria da Conceição de Almeida. Complexidade, saberes científicos, saberes da tradição. 2. ed. São Paulo: Livraria da Física, 2017.
ASSIS, E. (org.). Educação Indígena na Amazônia: experiências e perspectivas. Belém, PA: Associação de universidades amazônicas, Universidade Federal do Pará, 1996. (Série Cooperação Amazônica).
BARDIN, L. Análise de conteúdo. Tradução de Luís Antero Reta e Augusto Pinheiro. 70. ed. Lisboa: LDA, 2021.
GALLOIS, D. T.; GRUPIONI, D. F. Povos indígenas no Amapá e norte do Pará: quem são, onde estão, quantos são, como vivem e o que pensam? São Paulo: Iepé, 2003.
GRUPIONI L. D. B. As leis e a educação escolar indígena: Programa Parâmetros em Ação de Educação Escolar Indígena. Brasília: Ministério da Educação, Secretaria de Educação Fundamental, 2001.
GRUPIONI, L. D. B. (org.). Formação de professores indígenas: repensando trajetórias. Brasília, DF: Ministério da Educação, Secretaria de Educação Continuada, Alfabetização e Diversidade. MEC/SECAD, 2006.
INSTITUTO BRASILEIRO DE GEOGRAFIA E ESTATÍSTICA, 2010. Disponível em: https://censo2010.ibge.gov.br/terrasindigenas/. Acesso em: 28/09/22.
PCKGM. Currículo de ensino fundamental nas escolas indígenas: Karipuna, Galibi Marworno, Palikur, Galibi Kalinã no município de Oiapoque. 3. ed. Belém: Mensageiro, 2014.
SILVA, T. T. Documentos de identidade: uma introdução às teorias do currículo. 3. Ed. Belo Horizonte: Autêntica, 2021.
TARDIF, M. Saberes docentes e formação profissional. Rio de Janeiro: Vozes, 2002.
VIDAL, L. B. Povos indígenas do baixo Oiapoque: o encontro das águas, o encruzo dos saberes e a arte de viver. 3. ed. São Paulo: IEPÉ, 2009.
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Revista Interinstitucional Artes de Educar

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors retain copyright to their work, are permitted to publish and distribute their work online (e.g., in institutional repositories or on their personal page) at any point before or during the editorial process, as this may generate productive changes, as well as increasing the impact and citation of published work.
The acceptance of the text implies the authorization and exclusivity of the Revista Interinstitucional Artes de Educar regarding the right of first publication, the published works are simultaneously licensed with a Creative Commons Attribution-Non Commercial 4.0 International License