Nós mesmos e os outros : etnomatemática e interculturalidade na Escola Indígena Paiter

Abstract

ABSTRACT: This doctorate thesis seeks to reflect mathematics education in the field of interculturality considering how empirical space the paiter indigenous schools. Ideas and assumptions set out in the discursive practices of indigenous teachers in the projection of teaching paiter mathematical knowledge and their intersections with the culture of Paiter people in schools of Terra Indígena Sete de Setembro, Rondônia, were observed, analyzed and interpreted in the field of interculturality. It demanded to investigate how the projection of a differentiated education in the villages that people can reframe traditional educational practices and promote revitalization of knowledge and practices of tradition, rather than a process of post-contact changes. For both, it was proposed to observe, listen and follow paiter teachers in their practices contextualized in daily of the schools, the villages and the university. Theoretically, the research was based on the perspective of ethnomathematics (D’AMBROSIO, DOMITE, GERDES, VERGANI), according to which, throughout the history of humanity, each people or human groups developed their own mathematical knowledge. Also guided by the concepts of interculturality and cultural hybridity (BHABHA, CANCLINI, HALL) addressed by Cultural Studies. Methodologically, the research is characterized as the qualitative interpretative approach. The case study was adopted as a method for the identification and registration of discourses, practices and ideas developed by indigenous teachers as well as for understanding the relationship of these ideas with the worldview, social organization and ethnicity of Paiter people. It was found that the discursive representation of paiter teachers in projecting the introduction of the mathematical knowledge of the people at school, besides seeking cultural diversity to which especially contribute the mathematical knowledge of the people, search dial position (opposition/differentiation) in relation to a mathematical curriculum of this school included in the village. This approach inevitably creates tensions related to issues of cultural identity, cultural decentralization and cultural hybridity because, while the enunciative process presupposes the existence of a tradition, it introduces a break in the performative present of cultural identification to elect new meanings and knowledge as needs of political present while practice of resistance. Thus, the empirical case of Paiter, is observed in the enunciative space represented by the discourse of teachers, simultaneously and of tensioned form, an appeal to the memories of a mathematical knowledge experienced or lived “by the elders”, and the recognition of the need for domain school mathematics as empowerment strategy in asymmetrical power relations with the surrounding society. Ensure a paiter cultural identity within that cultural hybridization process becomes a political concern of indigenous teachers, pointing to the introduction of mathematical knowledge of the people in school education as a strategy for strengthening identity. Theoretically, this fact indicates a possible link between ethnomathematics and ethnicity, to conceive etnomathematics not as assigned construct, but as claimed construct.

EEWE TÃYÃH: Ãh g̃obahbe tĩg sadana matemática tĩhge same mĩ nane mãtẽenãh iwekahr ana aje weitxa yele same tohta, kana iwe same mẽhnãh Paiter kabih aje mĩ, sodĩg̃ah tik mi iwe sabatiga awe kabi e. Mereitxa yele ewe tete enãpoh sodig̃ey xade sogamame same mãh akoe mĩ apugey emakobah aje tare we koy Paiter emasoe itxa yele ikinatẽh sodig̃ah mĩ, kah mawe tere same mag̃a weitxa yele nãh, sodig̃ah ey xade Paiterey karah ka Terra Indígena Sete de Setembro wa Rondônia ka ekoy ana e, kana yag̃a enãh kana tamag̃a iwe makih, ana tasaana ih alade iwe kahr weitxa yele same tohta we same tik mi ena e. Kana mawe tere nã tehr tasade g̃obahbe same itxa ewe mag̃a anĩh aite tere mi tapere de akobah ewe mag̃a ena ãh karba mĩh, ayap e mĩ amasoe tere ka akobah, matehr soe perede ewe ikin omner mae wepi awemakobah anĩh ee aje aite iwahr matemática nã yara wẽtihge tik mi aora ena e. Ayap e nã ojena kana iwe mag̃a enãh, takoe pih, kana tamag̃a enãh taitxa tamasodig̃ah ka takarah koy ayap mi universidade ka taitxa ena e. Iwe alabikãrh ag̃a ojena nem esame mĩ ena e Etnomatemática (D’AMBROSIO, DOMITE, GERDES, VERGANI), eenã te baga ter paiter deor asot aut mit’i aite same itxa sogamame nã poh, soeitxa yele nã ena ama matemática nã yã we tĩg mĩ e. Ayap mi eena de eewe tãyãh intercultural mĩ itxa mũypoy soe sade awemag̃a awepitxakõy txeh ani ewe same na ani e mĩ (BHABHA, CANCLINI, HALL) weitxa yele nã we tĩhg̃e. Ete ãh sodĩhg̃e dena nane mãteenãh alade we mi ena iwe kahr ena e. Ãh senãih, xiwewame maãh, iwe mag̃a tasade we maãh ewe tayãh sodig̃ey xadewe kana pãhg̃a ãwe tar matiga paweitxa mũye telemĩ teh g̃arba same ikin paje wemĩ pawe kabi ayeh yele mĩ alade Paiter alahde masoe same ikin ewe mĩ, soeitxa g̃arba ka Paiter a aje aweikay ewe mĩh. Ete sodig̃ey jena iwe same ikin aje we mĩ ena ee ama matemática mãh ena toyaba toykoe mĩ toyasoeitxa yele mãh sodig̃ah mi ̃tara ena toyag̃a toite matxẽh mawe tar areh ena oite ãh dana e eite ãh dana e ena awe makobah ena tare (xamatage/mawetere) ee matemática sade ama sodig̃ah ka eka iwe same itxa awekabi ena e. Ayap sadena one iwe sameom neh ena takabi e, ee alade paite itxa paliyã etiga teh tasadena ee maite ka ena akobah og̃a maite ka yabekar areh mũy ite torera ladeka bo oite sa aye aweõ ani poh alade we same nã tasadena e. Ewe nekoy tasadena one g̃uya ter ena ateter iwe itxa awekabi mae eeter tasadena iwe xagut aãh ena e. Iwe same sadena aite mag̃a anate lana poreh maite matxẽ waba owepih alade we nã ena e. Ete paiter asoeitxa yele kare same dena sodig̃ey asoe mame pi ena awe kabi iwe same nã e, txuhla iwe sore iwe kane omneh “ikãyey” sade tiga teh ena merekahr takay e kana meyag̃a sogamame itxa matehr tara yara om niga we itxah takay, ayap mi yara ite maãh waba xiperemĩh xiite itxah ateneh alade iwe itxa bokirih omneh etiga. Aite itxa alade amasoeitxa yele nã ewe matxẽ toyxani ih ee xameomi matehr ite amitohr sadetiga ani ih sodig̃ey xadena ewe itxa anepamibe nã ena ani e. Ayap e nekoy toyasoeitxa yele toite nã we mag̃a toje toykobahbe nã sodig̃ah mĩ iwe mag̃a etehra yena ter toyag̃a toya paitere maõ reh toyekay a ena e yena bo soe sa ani ih soe ikin omner aje mae we pi amuk de akobah iwe mag̃a ãh tik mi maetera. Ete sodĩhg̃e same mĩ iwe same sadena ana ena e, Etnomatemática mĩ tasadena ama paitere satbimayã toyabah yele nã mag̃a, one eeter alade alaĩh iweka ewe nã same omne maãh aje we same nã, marbom eete oyana paiter ena aitere itxa ter poh yele same nã ena ama soe same ka ena awemakobah ena e.