Resumo

BACURY, Gerson Ribeiro; MELO, Elisângela Aparecida Pereira de  e  CASTRO, Rodrigo Brasil. INVESTIGATIVE PRACTICES IN MATHEMATICAL EDUCATION IN THE TRAINING OF INDIGENOUS TEACHERS. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2022, vol.31, n.67, pp.20-36.  Epub 13-Jan-2023. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2022.v31.n67.p20-36.

This article discusses the training practices associated with future professors who attend the supervised practice subjects of the Degree Course in Training of Indigenous Teachers, from the Federal University of Amazonas. Thus, we take as a question: what do the training processes of indigenous students in the supervised practice subjects reveal? The objective is to know the repercussions of indigenous students in their formative process based in the Investigative Practices in Mathematics Education, mobilized in the supervised practice subject. The study has a qualitative approach and was based on Participatory Research, the information was analyzed through narratives about the training of the participants in this research, the “indigenous-teachers-students-researchers”. The results indicate the students’ desire to return to their schools, to develop their activities based on the relationships between the “Mathematics of Indigenous Life” and the “Mathematics of Indigenous School Life”.

Palavras-chave : mathematics education; mathematics teaching; indigenous teacher; initial formation.

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