Formação inicial de professores(as) indígenas em diálogos integradores de aprendizagem na objetivação cultural

Abstract

The initial training of indigenous teachers can be understood as the orientation that connects matrices of different thoughts that need to be accessed to meet the educational needs of the collective. Collectivity, as a way of being in the world is one of the fundamental principles of indigenous cosmology. Collective thinking, as a sociocultural practice, can be understood as a way of life materialized in labor, festive and ritual activities, among others. The subject of study starts from the following research question: What are the potentialities of co-production of activities for teaching mathematics in the initial training of indigenous teachers, from the appreciation of the sociocultural practices of their ethnic groups? The thesis debates that the joint labor of indigenous teachers in training and the teacher trainer, in the co-production of activities that value socio-cultural practices, enhances indigenous teacher learning for teaching mathematics, the encounter with sociocultural mathematical knowing and the professional reorientation of the teacher trainer. The general objective is: to analyze the engagement of indigenous teachers in training and the teacher trainer in the process of coproduction of activities for mathematics teaching, considering the sociocultural practices of the indigenous ethnic groups of Amapá and Northern Pará. The specific objectives are: to identify the principles of initial training of indigenous teachers based on specialized literature, official documents and the curriculum of the indigenous intercultural degree; understand the relationship between the training of indigenous teachers and the Theory of Objectification; map the sociocultural and educational reality of the co-producers of the research; describe the process of producing meanings related to numerical systems. The theoretical reference is based on the Theory of Objectification. The research exercise took place in four stages: (1) bibliographical and documentary survey on the subject; (2) field research; (3) study of the specialized literature on the central and secondary concepts of the thesis; (4) systematization and analysis of information. The methodology was conducted by a qualitative approach, participant research, with interview techniques, field diary, oral and written records of activities and categorical thematic analysis. The results revealed multiethnicity, plurality, diversity, indigenous education, self-determination, intercultural, community, bilingual/multilingual and specific education as the guiding principles of the curriculum; indicated that the concepts of joint labor, teacher learning and the semiotic means of objectification when linked to the symbologies and meanings that emerge from the coproduction of activities contribute to the understanding of indigenous school education and licensed training; pointed to difficulties related to teaching methodologies, mathematical language, Portuguese language and lack of teaching materials; signaled the possibility of mutual learning and understanding of mathematical objects. It is concluded that the joint labor contributed to the initial training of the indigenous teachers, co-producers of the research, as they became aware of distinct historically and culturally constituted knowledge, and began to intend to update them of indigenous sociocultural mathematical knowing related to numbering systems in the native language.