Indigenous ethnomathematics: knowledge and mathematical practices in the writings of graduates of intercultural degree in the North Region

Abstract

The objective of the present research was to investigate indigenous mathematical knowledge and practices, through ethnomathematics, from the perspective of indigenous graduates in their course completion intercultural writings. The methodology of the work involves bibliographic research with a qualitative approach. Seventeen course completion written by graduates available on the page of the Department of the Degree in Intercultural Education of the Federal University of Rondônia Foundation (UNIR) and the Indigenous Intercultural Degree Course of the Federal University of Amapá (UNIFAP) were analyzed. The importance of indigenous ethnomathematical elements as teaching and learning instruments in Indigenous School Education was noted in the academic productions. Such elements were contextualized for a better understanding of curricular contents and can be listed as teaching material, so that other indigenous teachers can use.