ABSTRACT:
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.
Keywords:
Mathematics Education; Indigenous Intercultural Education; Mathematics Language Games