Based on Cultural-Historical Theory, this research seeks to analyze how the object of
knowledge "monetary system" is signified in mathematics teaching by Akwẽ-Xerente
teachers. Its field of investigation is maths teaching in 5th grade primary school
classes in schools of the Akwẽ-Xerente ethnic group. This is a qualitative study with
field research as its methodological support. Data was collected through documents
and interviews and seeks to uncover the meaning of teaching the object of
knowledge monetary system in maths teaching and answer questions relating to the
conditions and forms, production, selection and use of teaching materials from the
perspective of differentiated education. The sections follow the specific objectives,
which are to present the theoretical categories "culture" and "meaning" and their
relationship with maths teaching and the process of building indigenous school
education in Brazil and the Akwẽ-Xerente people. The methodological section
provides details of the work plan, as well as the data generation process and the a
posteriori constitution of the thematic categorical analysis units: 1) Monetary system:
meanings in maths teaching and 2) Contradictions: monetary system. The analyses
were supported by the content analysis technique using the Iramuteq software. The
results showed that the teaching of the knowledge object 'monetary system' is based
on the need for appropriation and aims to prepare the new generations for buying
and selling and banking relations, as well as for the defence of the Xerente lands and
culture. However, the lack of specific teaching materials means that teachers and
students are faced with school maths terms that have no meaning in Akwẽ culture,
which requires translations and leads to the insertion of new words and changes in
meaning. In an attempt to avoid such changes, the Akwẽ teachers, in contradictory
movements, select the objects of knowledge that meet the needs of the ethnic group
and adapt them to the meanings of the Xerente culture: they start teaching maths
using the Xerente numbering system and continue with the decimal numbering
system, the necessary basis for appropriating knowledge of the monetary system;
they use writing, but resort to orality, maintaining the Xerente way of teaching and
learning; they align Western knowledge with the meanings and values of the
Akwẽ-Xerente culture, maintaining the intentionality of teaching. However, this is a
responsibility that cannot be taken on by indigenous teachers alone; it calls for investment and involvement from the education system. After all, access to
knowledge about the monetary system does not mean absorbing capitalist forms of
profit and advantage. On the contrary, it highlights the need for investment in
favourable conditions for teaching that provides the opportunity to appropriate this
knowledge, but legitimised in the meanings and values of the Akwẽ culture of use
and economy. In conclusion, given this reality, there is an urgent need to comply with
the proposal for specific, differentiated, intercultural and bilingual school education,
especially regarding the production of specific materials, the organization of the
curriculum and teaching times and spaces.
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