Educação em Revista
Print version ISSN 0102-4698
COSTA, Wanderleya Nara Gonçalves. Indians and afro-brazilians histories and culture in mathematics lessons. Educ. rev. [online]. 2009, vol.25, n.2, pp. 175-197. ISSN 0102-4698. http://dx.doi.org/10.1590/S0102-46982009000200008.
Initially the necessity of implementation of the Law 11,645/08 is evidenced, which determines the approach of histories and the black and Indians cultures in the basic schools. After that, the arguments are presented: these histories and cultures are not close in itself; it is not necessary to establish a frontal opposition among white, black and Indians ; it matters to evidence the silenced one, the mechanisms of domination and exploration in human groups and, when discovering other meanings, we are becoming capable for approaching such histories and cultures. Shortening the discussion on the mathematical area, these arguments are discussed based on the use of Ethnomatematics, Cultural History and the Imaginary Studies. Finally, in this context, is presented a short study of Maracatu in order to suggest some possibilities of action to the teachers.
Keywords : Formation of Professors; Aboriginal Cultures; Black Cultures.