O ensino e a aprendizagem da matemática na educação escolar indígena da etnia Sateré-Mawé

Abstract

The present study was carried out in the municipality of Maués - AM in an indigenous community localized in Andirá-Marau Indigenous Land, Marau River, with members of the academic community of the Mypynugkuri Indigenous Municipal School. This research was propelled from the unease that arose when we experienced the teaching practice of mathematics teaching at the Federal Institute of Science, Education and Technology of Amazon (IFAM) - Campus Maués, where we received students from different forms of schooling, among them, Indigenous school education. The research aimed to investigate the teaching and learning processes of mathematics and its relations with the daily life of a village Sateré-Mawé ethnicity. For this reflection, we relied on Ethnomatematics, because we understand that it is worried not only with the purpose but also with the way and the techniques used in approach of the mathematics in various social groups. We use the techniques of interviews and observations to data collection, focusing on pedagogical practice of teachers of the research participant school, and the collected datas were analyzed according with the theoretical framework. With this research, it was possible to describe didactic tools used by teachers of Indigenous Municipal School Mypynugkuri, besides visualizing through school activities the interdisciplinarity and transdisciplinarity developed in school aiming the processes of teaching and learning of the curriculum components. We verified how the Indigenous Education has been fundamental to support the Indigenous School Education in the research participant community because contributes effectively to the schooling of its members