SABERES E PRÁTICAS SOCIOCULTURAIS AKWẼ-XERENTE PRESENTES NOS PROJETOS EXTRAESCOLARES DA ÁREA DE MATEMÁTICA DO CURSO DE EDUCAÇÃO INTERCULTURAL DA UFG -2007 A 2024

Abstract

This research aimed to examine the Extracurricular Projects (PEE) of the Bachelor's Degree in Intercultural Education at UFG from the perspective of sociocultural practices regarding the teaching of Mathematics, developed by Akwẽ teachers and researchers during their initial training in the area of Natural Sciences. The investigation sought to answer the following question: What do the Extracurricular Projects (PEE) of the Bachelor's Degree in Intercultural Education at UFG say about the teaching of mathematics from the perspective of sociocultural practices? Based on the experience and intercultural living of these teachers and researchers, the knowledge, practices and sociocultural manifestations of the Akwẽ people are described, highlighting the importance of the territory, the mother tongue and clan affiliations. The research is based on the principles of indigenous school education, understood as bilingual, intercultural, differentiated, specific and community-based, and also on the assumptions of Ethnomathematics. A qualitative approach was adopted, through a bibliographic mapping, involving the Specific Internship Projects (PEE) carried out between 2007 and 2024 by Akwẽ teachers in initial training in the Bachelor's Degree in Intercultural Education at UFG, in the area of Natural Sciences. The research focus was on those that enhanced sociocultural practices aimed at teaching Mathematics in indigenous schools. Thus, 15 Extracurricular Projects completed by the end of 2024 were located in the area of Natural Sciences. After a detailed reading of these Projects, only 2 (two) investigate the Mathematics mobilized by indigenous people in different daily activities and sociocultural manifestations, namely, games and play and the art of those who master the technique of interweaving buriti straws to create the most varied cofos, such as, for example, in sikno and tapiti. The analyses revealed the predominance of knowledge, practices and sociocultural manifestations of the Akwẽ and everyday mathematics, as well as the presence of bilingual intercultural teaching, which favored the exchange and acquisition of original knowledge with community experts in the classroom. Furthermore, the PEE points to the possibility of developing a research agenda based on investigative themes to be developed by teachers in the contexts of villages and schools.