Navegando por Assunto "Knowledge of the tradition"

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1978: Licenciatura intercultural indígena da UEPA: saberes matemáticos e prática pedagógica
(Universidade Federal do Pará, 2017-05-02) LIMA, Aline da Silva; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This work brings the study and analysis between the training of indigenous teachers and educational practice effective of these teachers in indigenous schools, considering the intersection of knowledge about traditional indigenous knowledge and emphasizes the need for dialogue between their traditional knowledge in math education practices, contributing to the improvement of indigenous teachers in the process of academic training. Being the research of qualitative nature approved in the case study, having as a starting point the following question: how was accomplished the pedagogical practice of indigenous teachers in training in Intercultural Indigenous Degree UEPA, considering the intersection of school knowledge and indigenous knowledge? In order to make a comparative study between the formation of indigenous teachers and their pedagogical practices in mathematics, considering the intersection of school and indigenous knowledge in school Parkatêjê and Kýikatêjê, of the indigenous land Mother Mary. For research were considered the views of the students and teachers/trainers of the intercultural indigenous university degree course. The interview was the basic procedure of research, whose analysis procedure sought to highlight paths to achieving more productive education to develop their scientific knowledge learned in the academic, confirming the idea that there is only one way to systematize the teaching, but relate to traditional indigenous wisdom with scientific wisdom. With reference to surveys, discussions and the monitoring of indigenous scholars in their trajectories in the institution of higher education, through the Intercultural Indigenous University degree course at Universidade do Estado do Pará-UEPA and supported by such authors as Candau (2006) defends the position that the differences are intrinsic, constitutive to educational practices, Knijinik (2012) addressing the thought etnomatemático interested in examining the practices outside school , Ferreira (2001) where the recent sociocultural determinations indicate a ressignification of education, Luciano (2006) discusses the indigenous question for various aspects of your social organization, D'ambrosio (2011) pedagogical practices related to Ethnomathematics enable to overcome the walls of the classroom and RCNEI/National Curricular Reference for Indigenous School (1998), which discusses the development of a proposal for intercultural education giving a new meaning to curricular content.
Acesso aberto (Open Access)
Um navegar pelos saberes da tradição das ilhas de Abaetetuba (PA) por meio da etnomatemática
(Universidade Federal do Pará, 2015-03-05) FORMIGOSA, Marcos Marques; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
The present work presents the final result of a qualitative research master's thesis developed in the Abaetetuba city (PA), specifically in the region of the islands of this municipality. The motivation for the research came from the author's immersion in a course of initial training of teachers to work in schools in the field that has been happening at the Federal University of Pará – Campus Abaetetuba and serves students from the communities of field regions and Islands roads of five municipalities of the lower Tocantins, Pará State. The research aimed to investigate how the knowledge of coastal tradition can contribute to an educational math education, without which these knowledge are conditioned to a mathematical concept institutionalized at school. The investigation was developed in three, of seventy-two existing Islands in Abaetetuba where we obtained the information through formal and informal conversations among the riparians, recorded in video, audio and pictures as methodological tools, in addition to the record of observations in field journal. Data were analyzed through the Ethnomathematics Program developed by D'Ambrosio (2001), after understanding what are knowledge of tradition and scientific knowledge, supported by authors such as Almeida (2009; 2010; 2012); Cruz (2007); Farias (2006). As well as the contributions of Santos (2003) in breach of some paradigms of modern science, which enabled the author to use Bicudo (2005; 2010) and D'Ambrosio (1996; 1999; 2001) because they presented sharp discussions on teaching Mathematics in Brazil, in addition to reading the National Mathematics curriculum parameters governing the teaching of Mathematics in Brazil. Galvani (2002), in turn, has contributed to important discussions on the training of teachers. In addition to finding in Morin (2010) the Foundation for the pursuit of education educational Math. The survey results indicate that the sociocultural context of Abaetetuba islands has a lot of knowledge of social, political, religious, and production that may contribute to the process of teaching and learning of mathematics in schools. Some of these knowledge go hand in hand with the school knowledge, establishing possible dialogues, especially those that are noticeable when looking at the visual. But, there are other knowledges that go in parallel, not just by the fact of not being easily identified, but because the school consider unimportant, pointing to a hierarchy of knowledge. Thus, there is a need to clarify that knowledge, as much as the school bordering, different as they are, seek to provide answers to the problems of the daily life of men and women.