A Matemática Rikbaktsa para o povo Rikbaktsa: Um olhar da etnomatemática na Educação Escolar Indígena

Abstract

The Aboriginal School Education with aboriginal professors is a reality and also a great challenge for the educators, but beyond the challenge very rich for educational research is a source contemporary. Its bigger difficulty this exactly in its great cultural diversity that finds in the aboriginal schools the place of solider dialogue enters the aboriginal culture where the school this inserted and culture of not the basic indian for its interaction with the universalized society. For the Mathematical Education the challenge starts to be equated by an etnomathematic boarding of its curricular contents. An etnomathematic curriculum that contextualize of form to transdisciplinary the mathematical culture of the people in which the process of education and learning this being been effected is primordial. Therefore, the etnomathematic backwards surface the cultural dialogue for the mathematics lessons pointing out the legalized knowledge of the mathematics as part of the creative production of the human being. In this scene, so that the professor rikbaktsa of mathematics can contextualize the “Mathematical Culture” of the Rikbaktsa in its lessons, we present topics of this “Mathematical Culture” in its peculiar way of nomenclature decimal for the fingers them hands, in the construction of its canoes, flutes and housings, for the act of its plantations and in cocar of its plumária art. All these topics ask for to be contextualizes, awakening the curiosity of the aboriginal pupils, sensitizing the education and learning of the formal mathematics. Therefore in this perspective, the legalized knowledge sounds as something familiar for the aboriginal pupils. The similar function if becomes the “function of the flutes” and the quadratic function if transform in the “function of the canoe”. Still we see in our research that the etnomathematic boarding promotes the link enters the excessively etnomathematics ones and of these, for the optics of the transdisciplinarity, makes the link of the etnomathematics with the too much cultures human beings becoming the curriculum, in this boarding, contextualized and articulated of dynamic form.