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Indigenous Intercultural
Program of Education
Elementary Teacher Undergraduate Certification
Maria do Carmo Santos Domite
General Coordinator
Universidade de São Paulo & Secretaria de Educação do Estado de
Who are the indigenous teachers?
82 indigenous teachers from five different ethnic
groups:
Guarani – 43
Tupi-Guarani – 15
Kaingang – 07
Terena – 14
Krenak - 03
Who are the educators?
-Coordination:
1 linguist
2 anthropologists
1 pedagogue
1 (ethno)matemathics educator
-Faculty: Professors holding master’s and
doctorate degrees from many fields of
knowledge
Brazilian context in terms of indigenous
people(s)
Paulista context in terms of
indigenous peoples
Background of the course
- National Education Guidelines and Basis, aiming
at plurality and diversity (1988).
(Organized by the Brazilian Ministry of Education)
- University of São Paulo Indigenous Education
Program – for 60 indigenous teachers- high
school level/2002-2003.
Motivation...
...pre-occupation and pre-disposition from both
groups - indigenous and non-indigenous towards the preservation and comprehension of
culture within the scope of cross-cultural and
school education.
Objective
-Providing a college level education to the
indigenous teachers in the State of São Paulo.
-Strengthening the indigenous school as a culturalsituated space.
-Making it possible for the school to become
intercultural and bilingual.
Objective
Granting to the Indigenous language a fulllanguage status from a linguistic point of view,
contributing for the development of its speakers'
positive linguistic attitudes.
Objective
“To contribute so that the optimism and the hope
may overcome the loss of values, the
pessimism, the diffidence and the hopelessness
that predominate in the world of today and that
hit with special hardness the peoples of our
continent” (Menchú Tum, 1997).
Course Load: 3470 hours
n 1408 hours - class activities
n 192 hours - seminars/video-conferencing
n 320 hours – guided learning;
n 400 hours - preparation of the Course´s
Final Paper and guided learning report.
n 1150 hours - assignments in different
courses including the preparation of textbooks.
Duration of the course
Duration: 36 months
n 8 modules with 6 courses each.
Where?
At University of São
Paulo, Faculty of
Educatiuon and…
Where?
Sometimes the classes
(at USP) are at the
Ethnology Archeology
Museum and…
Where?
and, at Indigenous villages
(The village cooperative work)
This course aims at:
n
preparing
indigenous
education
professionals, through a theoretical and practical
formation in a relationship with indigenous
teaching practice.
n
qualifying professionals who will act as
teachers in elementary education, as well as
professionals who will manage, coordinate and
provide pedagogical support for the indigenous
schools.
Underlying assumptions
To take into account the cultural standards of
knowledge, behavior and beliefs in the sense of
recognizing that:
a) the knowledge of the indigenous has its
origins in the traditions, costumes and
cultural history of each group and,
b) the learning processes are the result of
transformations generated in processes of
alterity.
The non-indigenous educators’ search
(ethnomathematical educators)
The non-indigenous educator will be seeking
an understanding of the issues that have
been raised by the indigenous teachers,
since they have become responsible for the
(mathematical) education of their people, in
order to understand how their development as mathematics educator - can be further
sheltered by the external educators to their
culture.
1st Module
May/05 to August/05
ED - 118 - Didatics I
EE – 128 – Indigenous school law
EI – 138 - Cultural history of man and science – (Prof.
Ubiratan D’Ambrosio)
EC – 148 - Portuguese language: oral, reading and
writing activities in different styles
EC – 158 - Mathematical knowledge: indigenous and
non-indigenous– (Profs. M. C. Domite and R.
Ferreira)
EE – 160 - Ethnic language: oral, reading and writing
activities
2nd Module
September/05 to December/05
ED – 218 - Didatics ll: curricula and programs
EC – 228 - Psychology of education
EC – 238 - History of education
EE – 240 - Ethnic language: oral, reading and
writing activities
ED – 258 - Coordination of school work
EO – 268 - Elective
3rd Module
January/06 to May/06
ED – 318 - Practical activities I – guided learning
and projects
ED – 328 - Child education
EC – 338 - Methodology of teaching mathematics I
EC – 348 - Methodology of teaching portuguese:
literacy and spelling
EE – 358 - Bilinguism: in the community and in the
School
EE – 310 - Oral tradition: the speech/discourse
of the elderly indigenous
4th Module
June/06 to September/06
ED – 418 - Practical activities I – apprenticeship and
projects
ED – 428 - Sociology of education
EC – 438 - Methodology of teaching mathematics II
EC – 448 - Methodology of teaching portuguese
EE – 410 - Oral tradition: the speech/discourse of
the elderly indigenous
EO – 458 - Elective
5th Module
October/06 to February/07
EC – 518 - Anthropology and pedagogy
EI – 528 - Politics and organization of elementary
education
EC – 538 - Children and teenager’s literature: from
different cultures
EC – 548 - Methodology of teaching arts,
movement and culture
EC – 558 - Methodology of teaching history and
geography
EE – 510 - Oral tradition: the speech/discourse
of the elderly indigenous
6th Module
March/07 to June/07
EC – 618 - Philosophy of education
EC – 628 - Economic foundation of education
EE – 610 - Oral tradition: the speech/discourse of
the elderly indigenous
EO – 638 - Elective
EO – 648 - Elective
EO – 658 - Elective
7th Module
July/07 to October/07
EC – 718 - Methodology of teaching science
EC – 728 - Methodology of teaching arts and
corporal movement
EC – 738 - Emerging technologies
communication and information
of
EC – 748 - School education of young adults and
adults
EC – 758 - Culture and education: discourses and
socio-cultural practices
EE – 710 - Oral tradition: the speech/discourse
of the elderly indigenous
8th Module
November/07 to March/08
EO – 818 - Elective
EO – 828 - Elective
EO – 838 - Elective
EO – 848 - Elective
EO – 858 - Elective
EO – 868 –Elective
The "what" and the "how" in the disciplines
around mathematical education
(Domite & Ferreira)
A great effort of the non-indigenous educators:
- addressing their
ethnomathematics;
pedagogical
action
- looking for a discussion in terms of matheracy.
for
The work in MATHEMATICAL EDUCATION
has been directed in a articulation between:
- what can be collected from the knowing-doing
of the indigenous, referring to the quantitative and
spatial relation, and
- the mathematical contents that belong to the
non-indigenous school context.
On one hand,
the non-indigenous teacher is worried about
revealing/bringing
indigenous
ways
and
solutions for daily situations, inherent to "how
much", "how many times", measures, relations
of order among others.
For example, the non-indigenous teacher is try to
evidence situations like, among others:
a) the correspondence of the
measure of area of the
Guarani house that takes as
metric unit a part of the
Guarani human body (a meter
corresponds to the distance
from the navel to the ground);
For example, the non-indigenous teacher is try to
evidence situations like, among others:
b) the relation, recognized by some indigenous
groups, between the seeds of corn that were
planted and the seeds that sprouted: “for each 3
seeds of corn that were planted just 2 seeds
sprouted”, told us Antonio Guarani.
For example, the non-indigenous teacher is try to evidence
situations like, among others:
c) “This manner writing in straw tracings of ‘taguara’ is
present in almost all the Guarani artifacts, this
stimulates the notion of numbers, odd numbers, even
numbers, that is, from an early age the Guarani
children already have notions of quantity."
Joel Karai Mirim.
On the other hand,
the academic mathematical contents discussed
will be, in general, those taught in nonindigenous school such as basic:
- arithmetic and geometry;
- financial mathematics;
- measurements;
- statistics.
Generally speaking, the mathematical
education faculty is in search of understanding
the issues that have been formulated by the
indigenous teachers, in order to understand how
their development - as mathematical educators can be better supported by external educators to
their culture. (Barton, 2004)