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vol.34FUNDAMENTAÇÃO TEÓRICA DA EDUCAÇÃO FÍSICA EM PROPOSTAS CURRICULARES DA ESCOLA PÚBLICA DE SÃO PAULO: UMA ANÁLISE DAS ABORDAGENS PEDAGÓGICASQUEM GIROU AS CHAVES DA INTERNACIONALIZAÇÃO DOS CURRÍCULOS NA EDUCAÇÃO BÁSICA? índice de autoresíndice de assuntospesquisa de artigos
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Educação em Revista

versão impressa ISSN 0102-4698versão On-line ISSN 1982-6621

Resumo

TOMAZ, VANESSA SENA  e  KNIJNIK, GELSA. TENSIONS IN THE INDIGENOUS INTERCULTURAL TEACHER EDUCATION: STUDY OF A XAKRIABÁ SCHOOL. Educ. rev. [online]. 2018, vol.34, e187725.  Epub 22-Out-2018. ISSN 0102-4698.  http://dx.doi.org/10.1590/0102-4698187725.

The paper discusses matters related to initial indigenous mathematics teacher education in an intercultural undergraduate course. Specifically, it analyzes the tensions produced in this initial education, when it is intended to establish an intercultural proposal that considers traditional mathematical language games - practiced contemporarily by the Xakriabá community from Aldeia Prata - as a starting point to studying Western school mathematics. Based on a fieldwork centered on “measuring the land to prepare it”, interviews conducted with teachers-students and village leadership, this study points to the impossibility of a translation process between these games. It argues that they are associated with two distinct rationalities, one marked by contingency and the other by transcendence, and that both should be present in school, with the explanation of their respective rationalities.

Palavras-chave : Mathematics Education; Indigenous Intercultural Education; Mathematics Language Games.

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