CONNECTING ROOTS: THE IMPORTANCE OF THE ‘INDIGENOUS KNOWLEDGE ACTION’ PROJECT IN THE SCHOOL CURRICULUM

Abstract

This article is part of the research for the master's thesis, developed in the Sctrito Sensu Postgraduate Program, Professional Master's Degree, in “Teaching in an Intercultural Indigenous Context” at the State University of Mato Grosso, and deals with the ethnomathematics present in the traditional agriculture of Balatiponé-Umutina people. The objective is to present an experience lived in research at the Jula Paré school on traditional farming, as it is a topic worked on at the school as pedagogical content since 2016, therefore, it is part of the school curriculum. The research is of a qualitative and participatory nature, developed collaboratively with school students, with other people from the community, in addition to interviews with some elders, who have knowledge about the traditional agriculture. As for the theoretical framework, we spoke with authors who deal with the theme of this work, such as D'ambrósio, Beltz, Ribeiro, among others, and also read the National Curriculum Reference for indigenous schools-RCNEI, an important document that addresses indigenous school education, in general. This work is part of the cultural educational policy of the Balatiponé people in making the school intercultural and specific and also with learning from ethnomathematics. It was a pedagogical experience that allowed relationships to be established between empirical knowledge and mathematical and ethnomathematical concepts, and which also resulted in an educational product for students in the initial years of the Jula Paré State School.