Exploração de narrativas míticas indígenas para o ensino de matemática nos anos iniciais

Abstract

Since the last decades of the 20th century, studies on Indigenous School Education in Brazil have advanced significantly from social movements in favor of indigenous peoples, who organized themselves in the quest for citizen autonomy. At the center of this struggle was the demand for a school with a curriculum and a teaching that inserted in the formation, values and ethnic cultural knowledge of the indigenous people, associated with scientific knowledge. Based on the propositions of Farias da Silva (2003, 2014) and Farias (2006), according to which the myths contemplate this proposal, since they are one of the forms taken by oral tradition populations throughout the centuries to explain nature and culture, as well as how to keep your historical memories alive. Thus, we identified in the Mythological tetralogy of Claude-Lévi-Strauss (2004, 2005, 2006, 2011), originally published between 1964 and 1971 a demonstration of the importance of the mythical narratives to know the modus vivendi of Brazilian indigenous communities. In our study, we took these works as a way to enter the myths of the indigenous people of the State of Tocantins, especially Xerente, to answer the following question: in what ways will it be possible to dialogue with the mythical narratives of the indigenous peoples of Tocantins to pedagogically address the contents of basic school curricula in these communities? Thus, our study aimed to investigate possibilities of pedagogical exploration of indigenous mythic narratives for the teaching of Mathematics in the Early Years of Elementary Education in indigenous schools in the state of Tocantins. With this intention we carry out a qualitative research with a bibliographical approach, in search of implications for Education, specifically the Indigenous School Education in an interdisciplinary perspective (FAZENDA, 2003) that integrates culture and mathematics, transversalize the trajectory of the Indigenous School in its construction process and identity reconstruction, involving the participation of indigenous teachers and the community. In order to organize the didactic suggestions, we base ourselves on the Curriculum Framework for the Indigenous School (RCENEI/Indígena, 1998) and on the principles established by Farias da Silva (2003) and Farias (2006; 2012), who propose mythical narratives as indicators of values and knowledge that dialogue between the knowledge of tradition, the experience of life, the valorization of socio-cultural practices and the indigenous school. The research presents as contribution a body of suggestions of didactic exploration of the mythical narratives for the teaching of mathematics in the indigenous school of the Initial Years.