Interculturalidade e a formação em matemática de professores indígenas: investigando elementos essenciais em projetos curriculares

Abstract

This article aims to analyze the perspective of interculturality in curricular projects of indigenous licensure courses with an area of ??training in Mathematics. The study is part of an ongoing inter-institutional research project that aims to characterize the degree courses that train Mathematics teachers to teach mathematics in the contexts of Rural, Indigenous, Quilombola Education and others. In this work, we adopted the qualitative approach of investigation, with an interpretative nature, according to Denzin and Lincoln, whose analyzed data were constituted by the curricular matrices of Pedagogical Course Projects (PPC) of six courses of federal public universities located in the Northeast, North and Central regions. West of the country. We carried out an analysis and reflection on the objectives of the PPC and on the menus in the area of ??Mathematics and Mathematics Education in relation to the Formation of the Indigenous Intercultural Educator, seeking perceptions of interculturality in the formation of the Indigenous Mathematical Educator. It was possible to verify curricular projects that: (a) privilege mathematics/school; (b) they privilege their own mathematical knowledge; or (c) relate different mathematical knowledge in teacher training.