Educação matemática indígena em Santa Catarina: uma percepção da legislação e a realidade

Abstract

The work consists of analyzing the educational policy of Indigenous Mathematics Education, in the final years of Elementary School, in the state of Santa Catarina, based on official documents and/or books and teaching materials, in order to identify how it contemplates the elements of indigenous and non-indigenous cultures. The theoretical basis is anchored in the Ethnomathematics Program, based on D'Ambrosio, Bernardi e Silva. The methodological approach is qualitative and the bibliographical and documentary study is based on Bardin's content analysis. The corpus of this research is constituted by the document referring to the Policy of the State Secretary of Education for indigenous school education, by the resolution CEE/SC nº 068, of December 11, 2018, by the textbooks Teláris Mathematica and Araribá Conecta Mathematics and by the didactic materials elaborated in the indigenous school reality. The results obtained are that despite the legislation contemplating the elements of indigenous ethnomathematics, the textbooks do not address the mathematical concepts associated with indigenous cultural elements.