Ethnomathematics in the initial formation of indigenous teachers: Contributions to the maintenance and dynamization of the Guarani and Kaiowá culture

Aldrin Cleyde Cunha

Abstract


This article is part research that was held at the training course for indigenous Guarani Kaiowá professors from Universidade Federal da Grande Dourados in the State of Mato Grosso do Sul. The study aimed to develop strategies ethnomathematics (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 and culture. 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. We find because 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 your training. Thereby, we point out that there may be a holistic conception of education, having the route with your multicultural approach and ethnomathematics vision reality qualitative. We conclude that the ethnomathematics educational alternative, contributes to maintaining culture and Guarani Kaiowá on initial training and of indigenous professors of mathematics, developing teaching strategies, leading to promotion of respect, appreciation, the strengthening of mother tongue and cultural roots, because in its fundamentals, we have a transdisciplinary and transcultural education.


Keywords


teaching strategies; Intercultural education; Transdisciplinarity



DOI: https://doi.org/10.14507/epaa.28.4634

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Copyright (c) 2020 Aldrin Cleyde Cunha

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