Educação Escolar Indígena, matemática e cultura: a abordagem etnomatemática

This theorical article, encourages a reflection on the challenges facing Brazilian Indigenous Education in the midst of construction of an educational process that addresses Mathematics Education in traditional mathematics and academic mathematics. A fundamental aspect of this work is that the pract...

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Published inRevista Latinoamericana de Etnomatemática Vol. 4; no. 1; pp. 21 - 39
Main Authors Lucí T. M. dos Santos Bernardi, Ademir Donizeti Caldeira
Format Journal Article
LanguageEnglish
Published Universidad de Nariño 01.01.2011
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Summary:This theorical article, encourages a reflection on the challenges facing Brazilian Indigenous Education in the midst of construction of an educational process that addresses Mathematics Education in traditional mathematics and academic mathematics. A fundamental aspect of this work is that the practices and the production of mathematical knowledge occurs in all human cultures, and has its roots in Ethnomathematics as a field of research and teaching. Ethnomathematics points the approach and perspective to design this process, allowing the indigenous community ownership of these two skills, so they can strengthen themselves politically, becoming aware of different possibilities for the use of mathematical knowledge by examining the power relations involved in use of both knowledge in the search for alternatives to solve conflicts or crises that they face, favoring a sociopolitical dimension to Mathematics Education.
ISSN:2011-5474