Teachers working in indigenous schools, pedagogical practices, and the ethnomathematics field: some possible reflections

some possible reflections

Abstract

The article aims to problematise what a group of elementary school teachers who work in indigenous villages in the municipality of Ourilândia do Norte - PA says about their mathematics teaching practice. Of a qualitative nature, it has as a theoretical and methodological reference the field of ethnomathematics, concerned with the problematisation of social, political, cultural, and educational aspects also in the teaching of mathematics. The data were produced from recorded discussions and later transcribed, with that group of indigenous education. Data analysis was carried out by means of discursive textual analysis in the perspective of Moraes and Galiazzi (2007), and allowed the emergence, among others, of the idea that, although with scarce public policies for the training of teachers, the respondents seek to implement pedagogical practices based on the cultures of their students. It was also possible to infer that there is an urgent need for core research in the formation of a group of continuous studies, with the effective participation of teachers who teach classes in indigenous communities, with the premise of making, analysing, and developing tasks for indigenous students.