<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602017000200191</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2017v7n2id311</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas socioculturais xerente em comunidades de prática]]></article-title>
<article-title xml:lang="en"><![CDATA[Practices socioculturais xerente in communities of practice]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas socioculturales xerentes en comunidades de práctica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Elisangela Aparecida Pereira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Tadeu Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Pará Instituto de Educação Matemática e Científica Programa de Pós-graduação em Educação em Ciências e Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<fpage>191</fpage>
<lpage>215</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602017000200191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602017000200191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602017000200191&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta às interconexões entre as práticas socioculturais do povo Xerente, em especial, as relações de pertencimentos dos indígenas às metades clânicas patrilineares &#8211; Doi e Wahirê e as matemáticas evidenciadas nas simbologias das pinturas corporais dessas metades clânicas e subclânicas. Na perspectiva do dialogo intercultural, objetivamos investigar as matemáticas que emergem nas simbologias das pinturas corporais Doi e Wahirê, de modo a questionar em que termos dos saberes e dos fazeres destas práticas podem balizar aprendizagens para o ensino das matemáticas, nas escolas indígenas? As articulações teóricas e metodológicas deram-se, a partir da teoria de comunidades de prática proposta por Wenger (2001); a investigação foi desenvolvida mediante a abordagem da pesquisa qualitativa etnográfica. As recolhas de informações foram obtidas nos contextos comunitários da aldeia Porteira e Salto, com os indígenas. As análises apontam que as simbologias das pinturas corporais a partir da negociação coletiva com a comunidade podem contribuir com a criação e recriação de novas aprendizagens matemáticas professores e estudantes indígenas e não indígenas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents to the interconnections between the socio - cultural practices of the Xerente people, in particular, the relations of indigenous belonging to the patrilineal clan halves - Doi and Wahirê and the mathematics evidenced in the symbologies of the body paintings of these clan and subclanical halves. In the perspective of intercultural dialogue, we aim to investigate the mathematics that emerge in the symbologies of the body paintings Doi and Wahirê, in order to question in what terms of the knowledge and the practices of these practices can guide learning for the teaching of mathematics in indigenous schools? The theoretical and methodological articulations were based on the theory of communities of practice proposed by Wenger (2001); the research was developed through the approach of qualitative ethnographic research. The data collection was obtained in the community contexts of Porteira and Salto, with the Indians. The analyzes show that the symbologies of body paintings from collective bargaining with the community can contribute to the creation and recreation of new mathematical learning teachers and students indigenous and non-indigenous.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta las interconexiones entre las prácticas sociales y culturales de la gente de Xerente, en particular, las relaciones de los indios pertenecientes a las mitades clánicas patrilineales &#8211; Doi y Wahiré y las matemáticas evidenciadas en las simbologías de las pinturas corporales de esas mitades clánicas y subclánicas. Desde la perspectiva del diálogo intercultural, el objetivo fue investigar las matemáticas que surgen en los símbolos de la pintura corporal Doi y Wahirê, de modo de interrogarnos ¿en qué sentido los saberes y los haceres de esas prácticas pueden proporcionar aprendizajes para la enseñanza de las matemáticas, en las escuelas indígenas? Las articulaciones teóricas y metodológicas provenían de las comunidades de teoría práctica de Wenger (2001); la investigación fue desarrollada desde un enfoque cualitativo etnográfico. La recogida de información fueron obtenidas em los contextos comunitários de la aldeã Porteria y Salto, con los indígenas. Los análisis indican que los símbolos de la pintura del cuerpo a partir de la negociación colectiva con la comunidad pueden contribuir a la creación y recreación de nuevos aprendizajes matemáticos por parte de maestros y estudiantes indígenas y no indígenas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Práticas Socioculturais Xerente]]></kwd>
<kwd lng="pt"><![CDATA[Relações de pertencimentos]]></kwd>
<kwd lng="pt"><![CDATA[Pinturas Corporais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e Aprendizagens das Matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Sociocultural Practices Xerente]]></kwd>
<kwd lng="en"><![CDATA[Relationships of Belongings]]></kwd>
<kwd lng="en"><![CDATA[Body Paintings]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning of Mathematics]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Socioculturales Xerente]]></kwd>
<kwd lng="es"><![CDATA[Relaciones de pertenencia]]></kwd>
<kwd lng="es"><![CDATA[Pinturas Corporales]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y el Aprendizaje de las Matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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