Saberes tradicionais e as práticas matemáticas das professoras indígenas de Iauaretê - Terra Indígena Alto Rio Negro/AM

Abstract

In the current context, we consider that the teaching practices carried out by indigenous teachers within their territories are essential for promoting differentiated education that values traditional knowledge. This research focuses on observing the teaching practices of indigenous teachers who teach Mathematics at São Miguel Indigenous State School, in the Iauaretê District – Alto Rio Negro Indigenous Land. Therefore, the study aims to investigate the traditional knowledge present in the mathematical practices of indigenous teachers in the Alto Rio Negro region. We ask: In what terms do the mathematical practices of indigenous teachers in Iauaretê occur within indigenous school education? To answer this, we aim to understand the traditional knowledge mobilized by the indigenous teachers of Iauaretê who teach Mathematics. Our study is directly linked to human events and their social transformation, as it deals with teaching practices in Mathematics Education. Our investigation is anchored in a qualitative approach, specifically an ethnographic study, involving the participation of two indigenous Mathematics teachers. Data collection was carried out through a formative process, using narrative interviews. For data analysis, we relied on narratives from the empirical process. Among the results obtained, regarding teaching practices and traditional knowledge, we highlight the need to consider new possibilities for teaching Mathematics to aid in the planning of mathematical content to be taught in the classroom. Although the teachers demonstrate some practices focused on traditional knowledge, we observed that these initiatives are limited, and there is a need to work with the school's teaching staff to develop strategies for strengthening indigenous school education. In this way, we seek to ground the traditional knowledge present in mathematical practices among peoples of different cultures, specifically the indigenous peoples of the Waupés River. This study problematizes the importance of cultural and social appreciation in differentiated Mathematics education, bringing forth the voices of indigenous teachers, taking as a starting point their teaching practices, the histories of their communities, their economic means, worldviews, knowledge, and the importance of continuous education within indigenous territories. These professionals aim to strengthen their knowledge and practices to contribute to education in the indigenous schools of their peoples and territories.

Po’terikharã wi’marã buerã ohpẽko di’takharã naã nisemahkarî khãsé, naã nisetisé amesüo wi’marã bue´sewiseripu bue’kãsé niîsa marî po’terikharã nisétise weopeokãse, ahkobohotikarã nisé niîsa. Tohowekã wi’marã bue’riwi’í yaí poeya mahkãpu São Miguel wametiriwi marî nisetisé bue’khasanoaparo. Tohowero a’tiro wahkukhasaro wasa: De’ro nisetiro me’rã po’terikharã nisetisé bue’sé bue’nosari wi’marã bue’rãnumia yaí poeya kharã? A’té bue’sé marî umukhori nuhku nisetisé me’rã behsewe ohaparã. Puarã wi’mara bue’rã poterikharã numiame’rã ohanoaparo a’té bue’sé. Tohonikã wi’mara bue’rã bue’sé, marî nisetisé bue’sé nimikã, ahpeyé matemática khase buesé wahkukãrô niîsa marî po’terikharã mahsisé tuhtuapehsakã. Tohowero á’to ohoasé mahsã me’rã ukũ ohamike niî. Tohowero po’terikharã kura matemática khãse mahsisé, naã mahkãri khiti mahsisé, ukũ amesüo bue’ma wi’marã bue’rã bue’riwipu po’terikharã di’tapü niîse.