ETHNOMATHEMATICS IN PROFESSIONAL TECHNOLOGICAL EDUCATION IN AGROECOLOGY IN THE EDUCATION OF INDIGENOUS YOUTH AND ADULTS

Abstract

This research was conducted with students of the Technical Course for Youth and Adult Education/Indigenous People in Agroecology, for the Satere Mawe Ethnic Group, offered by the Federal Institute of Amazonas with the objective of analyzing the processes of teaching and learning Mathematics, in the relationship between ancestral and academic knowledge, following the guidelines of Qualitative Research and Participatory Research. This observation points to methodological possibilities for teaching Mathematics in different spaces, such as an indigenous community. Such teaching practices, of Indigenous School Education in Professional Technological Education, may be dissociated from cultural knowledge mobilized in these spaces, elucidating how the coloniality of knowledge, being and power are present in the integration of these modalities. However, in the analysis of the object of study, through the dimensions of Ethnomathematics, it is possible to establish actions that break such colonial processes in transcendent and non-exclusive actions.