Mathematics teaching for the Kaingang in indigenous kindergarten education of Paraná
This paper discusses Mathematics teaching for the Kaingang and indigenous kindergarten education in Paraná, Brazil. The role played by Mathematics is highlighted based on Cultural-Historical theory. The aim is to reason about meaningful possibilities of development as well as teaching and learning p...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista de Didática e Psicologia Pedagógica - Obutchénie |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/58427 |
| Acceso en línea: | https://seer.ufu.br/index.php/Obutchenie/article/view/58427 |
| Access Level: | acceso abierto |
| Palabra clave: | Indigenous kindergarten education Mathematics teaching Kaingang children Learning Educação infantil indígena Ensino da Matemática Crianças Kaingang Aprendizagem |
| Sumario: | This paper discusses Mathematics teaching for the Kaingang and indigenous kindergarten education in Paraná, Brazil. The role played by Mathematics is highlighted based on Cultural-Historical theory. The aim is to reason about meaningful possibilities of development as well as teaching and learning processes. Empirical and literature-review research led researchers to apprehend that studies on this theme are yet elementary, despite the latter being relevant. We highlight that arrangements for Mathematics teaching in indigenous kindergarten education is an essential component of curricula. This is because knowledge in Mathematics favors Kaingang children's development and learning. Additionally, it allows for indigenous people to better act in the society they are part of, especially with regards to land and legal guarantees-related fights and occupation. |
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