Contribuição da etnomatemática para a manutenção e dinamização da cultura Guarani e Kaiowá na formação inicial de professores indígenas

Abstract

In Brazil, the indigenous school education, the result of an intervention of five centuries, is characterized by distinct forwards in relations between the State and indigenous peoples, building a story in which one can recognize two trends: domination, through integration and cultural homogenization, and cultural pluralism. The Ethnomathematics is part in the context of indigenous teacher training, investigative, reflective attitudes favouring, having a permanent and collective character. In this perspective, educational practices should not merely didactic-pedagogical actions in the classroom, but in reflective processes about their own practice, uncovering the construction of inequalities and differences present within the educational institutions. This research had as objective, develop strategies Etnomatemáticas (generation, organization and dissemination of knowledge) in the initial training of indigenous teachers of mathematics, in order to contribute to the maintenance and dynamisation of the Guarani kaiowá culture. The survey was conducted in the course of indigenous teacher training Guarani Kaiowá from Federal University of Grande Dourados in the state of Mato Grosso do Sul. The data were analyzed qualitatively by participatory observation of the researcher during the lessons taught in the area specifies for the formation of indigenous teachers of mathematics at curricular component of math education in indigenous schools: possibilities of Ethnomathematics. We find as a result of the activities developed during the investigative process that future indigenous teachers of mathematics despite having awareness of the need for a differentiated education, find themselves in a universe of indecision about its formation. At the same time that are in the midst of a personal conflict, between school knowledge westernized that were submitted in practically all his training in basic education, they also want to build a new process of schooling. Therefore, we point out that there may be a holistic concept of education, and as a way to Ethnomathematics with its multicultural approach and qualitative view of reality. Thus, we conclude that Ethnomathematics, as a pedagogical alternative, contributes to maintenance and promotion of Guarani and Kaiowá culture in the initial training of indigenous teachers of mathematics, developing teaching strategies, leading to promotion of respect, appreciation, strengthening the mother tongue and cultural roots, as its fundamentals, we have a transdisciplinary and transcultural education.