This research brings to the educational scene a discussion about
the teaching conception about teaching mathematics in the context of
Indigenous School Education, through a study developed in the municipality of
Belterra - Pa. The research theme proposed for this work is based on the need to understand more broadly how ethnomathematics can be worked in the
context of the daily life of a given village, based on the social practice of
indigenous culture. The methodological procedures used to carry out this work
were the bibliographical research and elements of ethnographic research, used
to organize data and to describe descriptively the material culture of a given
people, in this case, the indigenous peoples of Marituba village, besides the
participant research that allows that the researchers interact with the members
of the situations investigated. The study was carried out in the living context of
villagers community community, where they participated in activities related to
some social practices of the community and their interrelations with the school
context. The operative referrals used were the everyday instruments of the
village, besides activities with human resources, students, parents, community
in general. The research results showed that teaching through
ethnomathematics is a real challenge for the teacher, but it is necessary to
innovate the methodological process in the teaching of mathematics, taking into
account the reality of the student in the social context, valuing his learning in the
community in which is inserted and leading to formal education.
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