Saberes interculturais na formação de professores indígenas que ensinam matemática : uma experiência de partilha no estágio supervisionado

Abstract

This paper is the result of a research, which the limits between those who teach and those who learn are mixed, in order to transform apprentices into masters and vice versa, allowing to share practices, experiences and knowledge in Freire's hoping. That is the place where indigenous and non-indigenous intercultural knowledge is taken in dialogue, to analyze the training of indigenous teachers who teach mathematics. Our starting point is the argumentation about the pedagogical approach given to the Supervised Internship in the Intercultural Indigenous Degrees, under focus of connections or integration of knowledge in the constitution of the indigenous teacher in the current world. The investigation was conducted with the intention of answering the following question: How does the Supervised Internship in the initial training of indigenous teachers, Assuriní and Munduruku, when constituted by the principle of interculturality, contribute to the strengthening and resistance of indigenous people which regards the defense of identity cultural heritage? In order to do so, it started from the social relevance of the school to fulfill its educational and social role, in the possible dialogue relationships between local, academic and school cultures. Where, from the supervised internship, the General Objective was given, To analyze how intercultural dialogue in the Supervised Internship in the Training of Assurini and Munduruku teachers contributes to the strengthening and resistance of indigenous people in the defense of their identity cultural heritage. The research is based on transdisciplinarity, understanding that interculturality is not only constituted in a contact between cultures, but in a space of true dialogue between cultures, aiming at common transit, which respect and understanding are present in the construction of a truly Freirean pedagogy. Pedagogy that sustains the dialogue between knowledge in indigenous education; that values its own learning processes through which the relationship between teaching and learning is linked to a set of symbols (signs and meanings), which define life in the community; specific pedagogy, marked by the difference of each group, that is, by its singularity. The research approach focused on a qualitative one, with emphasis on an ethnography of school practice, which involves techniques for obtaining, systematizing, organizing and analyzing empirical information, with the purpose of obtaining understandings about old dilemmas and indications, and allowing the proposition of new models of pedagogical interaction and sociocultural action for the sharing of knowledge in school and outside it. Practically, observations, intensive interviews, document analysis – supervised internship reports – and pedagogical practices related to the study of the indigenous intercultural school reality, in their cultural context, were done by means of Content Analysis. The results point to intercultural dialogue, in which indigenous and non-indigenous cultures can establish a connection or integration of knowledge in the constitution of indigenous teachers.