Negociações entre os saberes Iny-Karajá e os conhecimentos de ciências e de matemáticas

Abstract

Considering the complexity involved in the teaching of Science and Mathematics and the training of indigenous teachers in the context of sociocultural diversity, this work investigated the practice of the Ijasò ritual, in order to understand and describe body painting as sociocultural knowledge undertaken by the Iny-Karajá indigenous people and the possibilities of negotiation with the teaching processes of Science and Mathematics. Therefore, our research question sought to know: In what terms the sociocultural knowledge undertaken in body paintings can mobilize knowledge and enable the negotiation of meanings to teach Science and Mathematics? To collect information on the Itxala indigenous community, we used ethnographic qualitative research and adopted the theoretical approach of Communities of Practice, as possibilities for reflection, interpretation and negotiation of meanings that support activities for the teaching of Science and Mathematics at the Itxala Indigenous State School. Furthermore, we understand through the analyzes that the community of Iny-Karajá indigenous teachers who teach Science and Mathematics, share experiences and experiences, from a domain of original and traditional knowledge, actively interacting in an educational sociocultural practice, mediated and legitimized by doings and knowledge that share mutual engagement, joint venture and shared repertoire of knowledge and cultural and school practices, constituting a community of practice. Therefore, the school educational practice to teach Science and Mathematics materializes in the negotiation of meanings of knowledge and actions arising from sociocultural practices, enabling knowledge and new learning in school, family and community contexts.