Educação intercultural indígena e educação matemática: o percurso de um jovem surdo de etnia Pataxó

Abstract

This paper discusses issues related to mathematics education and deafness in the context of indigenous education. It addresses the concepts of intercultural education and indigenous school education, and analyzes the specific features of deaf education in this scenario. The study problematized how a deaf Pataxó indigenous student learns the traditional knowledge of his people, the cognizance and practices that circulate in the territory, as well as the knowledge provided in the school curriculum, as is the case of mathematics. The research was developed through a qualitative study, with methodological procedures for conducting field observations and interviews. The results point to the presence of challenges for the insertion of the deaf indigenous student in formal education and indicate a strong relationship between the subject and the territory as a field of knowledge and practices, which highlights the necessity for a greater articulation of these two educational dimensions.