This research reports work experiences in indigenous School Education, with teaching
practices focused on themes, which, based on the cultural knowledge and actions of
Ka’apor students, address how these are related or not to the National Common Curricular
Base - BNCC. The aim is to reflect on how to work with these contexts in school spaces,
in a way that can serve as a reference for other professionals and provide guidance on an
intercultural and interdisciplinary teaching and learning proposal that contributes to the
process of teaching and learning mathematics in order to visualize the importance of
cultural elements such as: making wasahã (bread pan), ka'apor body graphics, among
others culminating in the creation of an educational product entitled “Ka’a ro hehe
ukwaha ke” Knowledge Notebook: Ethnomathematic Literacy in the Ka’apor Culture. To
this end, the contents of mathematics stand out: geometric figures, counting and length
measurement, with the purpose of valuing the knowledge and practices of the community
in dialogue with mathematical knowledge, which through methods of ethnographic
research, bibliographical research and the experiences lived through participant
observation with the Ka'apor students, point us to methodological paths for developing
materials aimed at differentiated teaching practices, as possibilities in adding and valuing
the forms of subsistence and survival of the Ka'apor people.
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