Etnomatemática e educação indígena: perspectivas do ensino de matemática em escolas indígenas

Abstract

This study explores a literature review on how Ethnomathematics promotes mathematics teaching in indigenous schools, with special attention to Brazilian experiences, particularly in Ceará. Ethnomathematics is understood as an intercultural pedagogical approach, valuing the diverse knowledge of different peoples, such as the knowledge of indigenous peoples and their legitimate forms of mathematical knowledge. The research highlighted pedagogical practices using cultural artifacts such as baskets, necklaces, and traditional instruments, all to make learning more meaningful. Furthermore, it reveals the obstacles in the training of indigenous teachers, as well as the lack of public policies that celebrate local cultures in schools. In short, Ethnomathematics emerges as a hopeful path to building a contextualized, democratic education aligned with the principles of equality and social justice.