Banca de QUALIFICAÇÃO: MOPIDAOR SURUI

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MOPIDAOR SURUI
DATE: 28/02/2023
TIME: 09:00
LOCAL: via Google Meet
TITLE:

COLONIALITY OF MATHEMATICAL KNOWLEDGE IN THE CURRICULUM OF SCHOOLS OF THE PAITER SURUÍ INDIGENOUS PEOPLE

KEY WORDS:

Coloniality. Ethnomathematics. Indigenous school education.

PAGES: 43
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation aims to investigate the effects of colonialism in determining the set of mathematical knowledge that are present in the curriculum of schools located in the Indigenous Land Sete de Setembro, of the Paiter indigenous people, located on the border between Rondônia and Mato Grosso. In this sense, the research theme is the coloniality of knowledge, focusing on the coloniality of mathematical knowledge in the curriculum of schools of the Paiter indigenous people. The Paiter people have a clan organization, speak a Tupi language of the Mondé family, and have established continuous contact with non-indigenous society since 1969. Since then, the asymmetrical power relations between the traditional society of the Paiter people and the surrounding society provoked cultural changes, which cross the modes of material production, cosmology, language, food and education. In terms of education, the insertion of schools in the villages from the 1980s onwards triggered the systematic dissemination of Western knowledge among the Paiter. The training of Paiter teachers in teaching courses (Açaí Project, from 2000) and intercultural teaching (from 2009) provided conditions for a critical conception of the curricular specificities that should characterize indigenous school education, in overcoming the integrationist character and colonialist that historically marked school education for indigenous peoples in Brazil. It is in this context that the following investigation problem is established in this research: How does the coloniality of mathematical knowledge impose itself in the current curriculum for the schools of the Paiter indigenous people? To build an answer to this problem, the general objective of the research is to understand how the coloniality of mathematical knowledge is present in the current curriculum of schools of the Paiter indigenous people. To achieve the general objective, the following specific objectives were established: i) Cataloging the mathematical knowledge present in the current curriculum of the schools of the Paiter indigenous people; ii) Mapping mathematical knowledge of the Paiter indigenous people in research already carried out on the subject; iii) Indicate epistemic differences between the list of mathematical knowledge of the Paiter indigenous people and the catalog of mathematical knowledge currently prescribed in the curriculum of the schools of the Paiter people; iv) Identify marks of the coloniality of mathematical knowledge in the curriculum of schools of the indigenous Paiter people; and v) Produce a reflection on the effects of the coloniality of mathematical knowledge in the current school education of the Paiter people. As a theoretical basis, based on a bibliographical research, three main concepts related to the research problem were approached: indigenous school education, coloniality of knowledge and ethnomathematics. Documentary research procedures were used to analyze the curriculum. Currently, the analysis of the data generated by the documentary research is in progress, referring to the study on how the coloniality of mathematical knowledge is imposed in the current curriculum for the schools of the Paiter indigenous people. The bibliographic research phase is also underway to map the mathematical knowledge of the Paiter Suruí indigenous people in research already carried out on the subject.

COMMITTEE MEMBERS:
Presidente - 1680989 - KECIO GONCALVES LEITE
Interna - 1461839 - JOSELIA GOMES NEVES
Externo ao Programa - 1713355 - GENIVALDO FROIS SCARAMUZZA - UNIR