Revista Latinoamericana de Etnomatemática (Jul 2015)
Etnomatemáticas indígenas y formación docente: una experiencia en Costa Rica a través del modelo MOCEMEI
Abstract
This paper shows the development and results of a research developed with primary teachers working in indigenous environments in Costa Rica. It has a double object of study: the Ethnomathematics of three ethnic groups and the teacher training within a model intercultural based on Ethnomathematics. The theoretical foundations of the study are based on Ethnomathematics, enculturation and learning by micro-projects. Also has some empirical foundations that consist of four sub-studies: an ethnological diagnose made with three ethnic groups in Costa Rica, as well as three diagnoses in which participated 30 professionals that work on issues of education and culture, 69 elementary school teachers working in indigenous contexts, and 11 professionals specialist on pedagogical issues. With the results of the four sub-studies, has been proposed a course of teacher training based on Indigenous Ethnomathematics. The experience of implementation of the course was evaluated through a participatory ethnographic method, and also by the content analysis generated by the micro-project and the portfolio developed and based on Indigenous Ethnomathematics. Its evaluation led to propose a teacher training model based on Indigenous Ethnomathematics. It is proposed a discussion about cultural relevance and about the ways to provide teacher training pertinent to contexts, as well as about the relationship between cultural knowledge and school mathematical knowledge.
