Perspectivas curriculares na formação inicial de professores indígenas de matemática na região Centro-Oeste

Abstract

This dissertation investigates the curricular perspectives that guide the initial training of indigenous teachers in the field of Mathematics in the Central-West Region of Brazil, focusing on the Intercultural Indigenous Teacher Training programs offered by the State University of Mato Grosso (UNEMAT) and the Federal University of Grande Dourados (UFGD). The research was guided by the following investigative question: In what ways do the Pedagogical Course Projects (PPC) of these programs shape the initial training of indigenous mathematics teachers in light of the intercultural perspective and the demands of Indigenous peoples? The general objective was to understand how these PPCs structure teacher training, articulating documentary analysis with the perspectives of teacher trainers regarding the social, cultural, and pedagogical dimensions of this formative process. Methodologically, this is a qualitative, documentary research study, complemented by semi-structured interviews with instructors from the investigated courses. Data analysis was conducted using Discursive Textual Analysis (DTA). The theoretical framework is based on the contributions of Ubiratan D’Ambrosio's Ethnomathematics, Ole Skovsmose's Critical Mathematics Education, and discussions on interculturality and decoloniality. The results show that intercultural mathematics training in these courses is structured around the articulation between curriculum, territory, and language, revealing formative processes that seek to integrate academic knowledge and indigenous wisdom. It is concluded that the analyzed teacher training programs constitute formative spaces that challenge traditional models of mathematics teaching, promoting educational practices guided by dialogue between epistemologies and the valorization of the sociocultural experiences of indigenous peoples.