Mathematical games and the formation of indigenous teachers in the early years of elementary school

Abstract

Studies on the formation of indigenous teachers in Brazil show that this process began systematically after the 1988 Constitution. In the 1990s the category Indigenous School was created witch consequently requires the hiring of indigenous teachers to work with the children in the different stages of education. This article discusses the formation of indigenous teachers and mathematics teaching in the early years of elementary school. Considering the cultural diversity of indigenous peoples, we emphasize ethnomathematics and its particularities as understanding the interrelationship of indigenous mathematical knowledge and universal knowledge. The methodology adopted was based on theoretical and practical studies, as, in order to develop of the article, there was a proposition of a pedagogical workshop emphasizing the use of games in the teaching of math contents. The workshop was developed during the Federal Indigenous Knowledge at School Program, in two moments, at the University and in indigenous schools, one of Guarani ethnicity and the other of Kaingang ethnicity. Theoretical studies highlight the need to relate the knowledge that indigenous people have about the mathematics used in everyday life with the knowledge defined in the school curriculum. With the pedagogical workshops, indigenous teachers reported that when indigenous children play they make using mathematics, which makes sense for the elaboration of mathematical games since they are easily found in play. We note that there are advances in educational policy based on indigenous peoples, however, it still requires a permanent systematic of research, studies and maintenance of a differentiated, specific, bilingual and intercultural policy that guarantees the indigenous rights conquered in the 1988 Constitution.

Keywords

• educação escolar indígena
• formação de professores indígenas
• jogos matemáticos.