Made available in DSpace on 2014-12-17T14:36:00Z (GMT). No. of bitstreams: 1 ElisangelaAPM.pdf: 3544646 bytes, checksum: bd79c46fc83fb17b63499a1312f256cd (MD5) Previous issue date: 2007-12-07 / From the investigation, analysis, discussion and pondering about the activities developed by the lndians from the Porteira hamlet, members of the Xerente community, in the Tocantins state, we developed an investigative and descriptive study about the reality of this people with the aim of helping in the conceptual formation and in the reorientation of the pedagogical practice of the local teachers. In this sense, the undertaken research involved the teachers, the main representatives and experts in that cultural tradition, in order to investigate how the everyday activities (agriculture, food handling, assets distribution among the community members, etc.) and the cultural tradition (log race, body painting, clan division, Xerente numeration, Indian myths and histories, etc.), may enable the contextualization of the mathematics teaching in the lndian School Sr?mt?w? of this hamlet, under a more transversal and globalizing perspective of the local and school knowledge. We based this research in the sociocultural conceptions of knowledge generation proposed by D Ambrosio (1990; 2002); Vergani (2007); Oliveras (1996); Gerdes (1991; 2002); Bishop (1999) e Sebastiani Ferreira (1997; 2004). ln the process of this study we propose some viable ways so that the Indian teachers may reorganize their classroom knowledge and actions, based in the strengthening of their history and culture. The observation of some social practices and knowledge as well as of the Xerente traditions helped us to point some possibilities of projection of a didacticalpedagogical dimension of these activities and practices, in the development of the school mathematical knowledge in this community / A partir da investiga??o, an?lise, discuss?o e reflex?o acerca das atividades desenvolvidas pelos ind?genas da aldeia Porteira, da comunidade Xerente, no estado do Tocantins, desenvolvemos um estudo investigat?rio e descritivo da realidade desse povo, visando colaborar na forma??o conceitual e na reorienta??o da pr?tica pedag?gica dos professores locais. Neste sentido, a pesquisa realizada envolveu professores, principais representantes e conhecedores daquela tradi??o cultural, de modo a verificar de que maneira as atividades cotidianas (agricultura, manuseio dos alimentos, distribui??o de bens entre os membros da comunidade, etc...) e a tradi??o cultural (corrida de tora, pintura corporal, parti??o cl?nica, numera??o Xerente, hist?rias e mitos ind?genas, etc...), podem favorecer a contextualiza??o do ensino da matem?tica na Escola Ind?gena Sr?mt?w? desta aldeia, sob uma perspectiva mais transversal e globalizante do saber local e escolar. Ao desenvolvermos essa pesquisa nos apoiamos nas concep??es socioculturais de gera??o de conhecimento propostas por D Ambrosio (1990; 2002); Vergani (2007); Oliveras (1996); Gerdes (1991; 2002); Bishop (1999) e Sebastiani Ferreira (1997; 2004). No decorrer do estudo esbo?amos alguns caminhos vi?veis para que os professores ind?genas possam reorganizar seus saberes e fazeres de sala de aula, com base na valoriza??o da sua hist?ria e cultura. A verifica??o de algumas pr?ticas e saberes sociais bem como das tradi??es Xerente contribuiu para apontarmos algumas possibilidades de proje??o de uma dimens?o did?tico-pedag?gica dessas atividades e pr?ticas, no desenvolvimento do conhecimento matem?tico escolar, nesta comunidade