Banca de DEFESA: MOPIDAOR SURUI

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MOPIDAOR SURUI
DATE: 07/08/2023
TIME: 09:00
LOCAL: Miniauditório da UNIR - Campus de Ji-Paraná
TITLE:

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

KEY WORDS:

Coloniality. Ethnomathematics. Indigenous school education.

PAGES: 105
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 from 1969 onwards. 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, overcoming the integrationist and colonialist character 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, methodological procedures of bibliographic research and documentary research were used. The general objective of the research was to understand how the coloniality of mathematical knowledge is present in the current curriculum of schools of the Paiter indigenous people. In order to achieve the general objective, the mathematical knowledge present in the current curriculum of the schools of the Paiter indigenous people was cataloged, based on the analysis of mathematics class diaries, with a cut for classes from 6th to 9th grade of Elementary School in the year 2019. Mapping of mathematical knowledge of the Paiter indigenous people was also carried out in academic research already carried out on the subject. From a comparative analysis, epistemic differences were verified between the list of mathematical knowledge of the indigenous Paiter people and the catalog of mathematical knowledge currently prescribed in the curriculum of the schools of the Paiter people. The predominance of non-Paiter mathematical knowledge in the school curriculum shows marks of the coloniality of mathematical knowledge in the curriculum of schools of the Paiter indigenous people. The few Paiter mathematical knowledge identified in the class diaries are due to the presence of a teacher from the people in the classroom, and not as a result of an intercultural dialogue existing in the prescriptive curriculum of the educational system. This shows the importance of the figure of the indigenous teacher and the intercultural training of indigenous teachers to face and overcome the effects of the coloniality of mathematical knowledge in the current school education of the Paiter people.
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Painéis laterais

COMMITTEE MEMBERS:
Presidente - 1680989 - KECIO GONCALVES LEITE
Interna - 1461839 - JOSELIA GOMES NEVES
Externo à Instituição - ERASMO BORGES DE SOUZA FILHO - UFPA