ETHNOMATHEMATICS IN INDIGENOUS SCHOOL EDUCATION AT A SCHOOL IN OIAPOQUE – AP

Abstract

The objective of this research is to investigate the valorization of indigenous school education in the state of Amapá, with an emphasis on the integration of traditional knowledge, bilingualism, and interculturality as advocated by Brazilian legislation. The relevance of ethnomathematical knowledge is highlighted to assist teachers in approaching mathematics within the indigenous context. The research aims to analyze whether the curriculum and teaching practices incorporate indigenous traditional knowledge, as well as to understand how schools and teachers recognize and integrate such knowledge into daily school life. The methodology adopted is field research of a descriptive nature, based on specialized literature and the experiences of the Karipuna indigenous community. The study intends to contribute to a more inclusive and culturally appreciative education, promoting dialogue between traditional and scientific knowledge in the teaching of mathematics.