Ler, escrever e contar : praticas de numeramento-letramento dos Kaiabi no contexto de formação de professores indios no Parque Indigena do Xingu

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

The objective of this work consist on presenting a discussion about the numeracy-literacy practices of Kaiabi group in the context of the indian teachers origin from Xingu Indian Park, trying to stablish a relation between these practices and the dominating practice represented by the school institution from the pont of view of the indian teachers and the originator-analyst teacher. The concept of numeracy adopted in this study is presented by tracing relations between the Literacy study area (Street, 1984, 1985), Cognitive Social Antropology (Lave, 1988) and Ethnomathematic (D Ambrosio, 1985, 1990, 1997; Sebatiani-Ferreira, 1991, 1997 and Knijnik, 1996). The data that compose the analysis come from registers collected ethnographically, composed by field diary; audiorecords in classes, interviews with the Kaiabi teachers, courses evaluations and meetings with leaders; the texts made to the Mathematic book in Indian Language when talking about problems making and the classes diary from the Kaiabi teachers. The analysis of the numeracy-literacy pratices of the Kaiabi teachers in the context of origin in PIX, describes a character of appropriation of dominating practice. related to the meaning proposed by Certeau (1996). It also indicates the ethnic identity (Cunha, 1986; Maher, 1996). In the analysis of construction of these practices the focus is on attitudes, meanings, values, use ways which are related to the number, the alphabetical writing and the drawing. The results of this work point out question to think about literacy-numeracy in brazilian context of indian teachers origin

ASSUNTO(S)

matematica - estudo e ensino formação de professores indios - educação etnomatematica

ACESSO AO ARTIGO

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