Sistema Xerente de Educação matemática: negociações entre práticas socioculturais e comunidades de prática

Abstract

When considering the complexity that involves the formation of indigenous teachers and the teaching of Mathematics in indigenous schools, especially in relation to the interconnections of socio-cultural practices to educational and training activities, which was researched in this work, in which ways can we take the experiences from the socio-interactive activities of the Xerente indigenous peoples as a base for actions to teachers who teach Mathematics in communities of practice. The question that guided this research was, in what sense the socio-interactive activities, experienced by the Xerente indigenous peoples in communities of practice, can mobilize training activities within the discipline of Mathematics for teachers who teach Mathematics at an indigenous school. Hereby, we used the ethnographic qualitative type of research for the collection of information in two villages of Porteira settlement (Nrõzawi e Salto–Kripre) about socio-cultural practices affiliations of Xerente indigenous peoples in exogamous patrilineal halves Doi and Wahirê, and male belonging in the parties of big logs of painted buriti –ĩsitro–Htâmhã and Stêromkwa. The theoretical approaches taken in this research were the communities of practice, within the discipline of Mathematics and Ethno-Mathematics, as they propitiate a rereading of these cultural practices within a view that triggers further actions in and for the training of teachers, starting from the negotiation of the meanings of cultural practices of these indigenous. The results obtained throughout the analysis indicate that the Xerente indigenous communities, in their socio-cultural practices, share a sort of joint venture, a mutual commitment and a shared repertoire in order to constitute themselves as communities of practice. Therefore, Srêmtôwẽ indigenous school goes, in their didactic and pedagogical actions, in the direction of forming communities of practice from the collective collaboration of socio-cultural practices that contribute to the creation and recreation of new Mathematics learning.