A etnomatemática do povo indígena Parkatêjê e a prática escolar

Abstract

The present research, entitled “The Ethnomathematics of the Indigenous People Parkatêjê and the School Practice”, brings the importance of the ethnomathematical knowledge developed in the historical trajectory of this people and the use of this knowledge in the indigenous daily life. Its main objective was to investigate Parkatêjê knowledge, contextualized by the indigenous community itself, in the processes of transmission and renewal of this knowledge, highlighting the importance of Ethnomathematics for teaching in the indigenous school. The study was accomplished from the perspective of Ethnomathematics, which considers the different ways of doing and knowing mathematics of different cultural groups. The qualitative approach with procedures inspired by ethnography enabled understanding mathematical knowledge produced and / or practiced by the indigenous Parkatêjê people (also known, together with the Akrãtikatêjê and Kỳikatêjê peoples, by Gavião do Pará) in their daily activities. The perspective of Ethnomathematics provided identifying that the Parkatêjê people have their own knowledge used in their daily actions, due to their survival, also favoring the relations/dialogues with the societies that relate to the Parkatêjê indigenous community. The study had as reference the history of the people through Ferraz (1984), Laraia (1967), Miranda (2015), Araújo (1997; 2006), and the study in Ethnomathematics by D'Ambrósio (1986; 1996; 1998; 1999; 2013), Ferreira (1994) and other studies that have reference to this area of knowledge. The research describes Parkatêjê ethnomathematical knowledge in the use of numbering, crafts making and body painting, bringing reflections on the pedagogical implications of indigenous knowledge for the teaching of school mathematics.