Uma abordagem etnomatemática como potencializadora na educação escolar indígena em uma escola do Oiapoque - AP

Abstract

The objective of this research is to investigate the appreciation of indigenous school education in the state of Amapá. Brazilian legislation, with its References, preaches teaching for indigenous peoples linked to traditional knowledge, bilingualism and interculturality. Ethnomathematical knowledge can help the teacher within the classroom, in indigenous school education, to address indigenous education in the mathematics curriculum component. In this context, to achieve the objective, it was investigated whether the school curriculum and teaching practice include traditional knowledge of the people and how this is done in practice; and how the teacher and school recognize the day-to-day traditional practices and knowledge involving culture. The analyzes are focused on the teacher's teaching practice, in teaching their math classes, which subjects are the basis for their school practices in this village and how various knowledge was developed that they use in their daily lives in the village. The practice of Indigenous school education focused on indigenous and non-indigenous traditional knowledge is a challenge that makes it necessary to link indigenous education with traditional knowledge, scientific knowledge, with indigenous school education, through the systematization of school knowledge. Aiming at a better understanding and appreciation of the traditional knowledge of the people, contextualizing universal knowledge, it is intended to approach a methodology through Ethnomathematics in the practice of indigenous School Education in Karipuna teaching at the João Teodoro Forte State Indigenous School in the village of Espírito Santo in Oiapoque - Amapa. The methodology proposed for carrying out this project is field research, with a descriptive nature, as it seeks to deepen a specific reality in indigenous school education. The analysis will be based on theoretical sources of specialized literature in the field of mathematics, research carried out in the village on the experiences and living of the people in the village, as well as the practice of the indigenous teacher with the practice of Ethnomathematics, involving the sociocultural aspects of the people. indigenous Karipuna and how these practices imply the acquisition of knowledge by the student in the understanding of mathematics in the classroom.