An ethnomathematical look at the socio-cultural dimensions in the training of indigenous teachers in maranhão

With the enactment of the 1988 Constitution, which came from the struggles of the indigenous movement and other actors involved in the process, indigenous education is no longer recognized as a colonizing strategy, but rather as a right to be guaranteed, respecting the specificities of the cultures and ways of life of these peoples. In this context, this study makes a cutout for analysis of the various possibilities of building a specific and differentiated indigenous school, with cutout for the practices of mathematics education in the indigenous context. Thus, this study deals with the original quantification knowledge of the Timbira indigenous people, from the class of Nature Sciences of the Intercultural Degree in Indigenous Basic Education of the State University of Maranhão. The research, in progress, seeks to analyze the relationship between teaching and learning in the initial years at the indigenous school, highlighting the processes of initial formation of indigenous teachers, especially traditional knowledge as an important element for the recognition of mathematical knowledge and achievements of the Timbira people. In view of this, this research also intends to present a proposal for teaching material based on the Timbira numbering system in dialogue with Western mathematical knowledge, in order to enhance the political and cultural autonomy of the indigenous school among this original people. The research is qualitative developed from the perspective of Ethnomathematics. The subjects are the Timbira students of the Nature Sciences class of the mentioned course who act as indigenous teachers. The analyses show the need to understand mathematical knowledge as a way of guaranteeing community rights, as well as valuing and disseminating the original knowledge and doings for the maintenance and preservation of indigenous culture.