Etnomatemática e educação: contexto interdisciplinar da dinâmica da fronteira amazônica em uma comunidade do município Benjamin Constant na região do Alto Solimões

Abstract

The indigenous school for a long time developed a pedagogical practice that aimed to lead the Indians to abandon their culture and their language, contributing to extinguish the ethnic and cultural diversity of Brazil. Through the struggles indigenous peoples have won the right to remain as a distinct ethnic and cultural group. The study presents a discussion about the process and the regional educational context developed in the Tikuna Indigenous School "Lauro Sodré", located in the municipality of Benjamin Constant, Alto Solimões - AM. This work aimed to understand ethnomathematics in an interdisciplinary perspective in the Ticuna indigenous school education in the Alto Solimões Region. To present aspects of indigenous daily life that can be used interdisciplinarily in Ticuna indigenous school education in the community of Lauro Sodré located in the municipality of Benjamin Constant in the Alto Solimões Region. Identify Ethnomathematics as a mechanism capable of enabling teachers, students and community to narrow the relationship between school and traditional knowledge. To propose pedagogical practices that have in view Ethnomathematics and interdisciplinarity in indigenous school education Ticuna. In order to reach the proposed goal, we intend to answer the following question: can ethnomathematics be thought of as an interdisciplinary methodology in Ticuna indigenous school education in the Alto Solimões region? In research defined as ethnographic, we adopted a phenomenological and hermeneutic-dialectical position and the data collected through informal observations and interviews received a qualitative approach. The data presented allowed us to say that there are significant advances in the teaching / learning process of the Lauro Sodré indigenous school, as in the case of: introduction in the curriculum of the subjects: Ticuna Language and Indigenous Art and Culture; bilingual teacher training; teaching developed by Ticuna teachers of the community itself. Alongside this, some internal and external obstacles need to be overcome in order for Ticuna indigenous school education to be done within an interdisciplinary or transformative perspective, and even within the redemptive perspective found in the research subjects' speeches. The first steps were taken, but the walk, in our view, is still very long. In this context ideas of methodological proposals of mathematics teaching that have in view Ethnomathematics and the interdisciplinarity in the basic education from an interdisciplinary and sociocultural vision of the indigenous school education that justifies by the social and academic relevance, the project presented here, may arise.