Indigenous Intercultural Program of Education

Elementary Teacher Undergraduate Certification

  

Maria do Carmo Santos Domite

General Coordinator 

 

Universidade de São Paulo & Secretaria de Educação do Estado de Sào Paulo

Who are the indigenous teachers?

82 indigenous teachers from five different ethnic groups:

 Guarani – 43 Tupi-Guarani – 15Kaingang – 07Terena – 14Krenak - 03

Who are the educators?

-Coordination:1 linguist2 anthropologists1 pedagogue1 (ethno)matemathics educator

  -Faculty: Professors holding master’s and

doctorate degrees from many fields of knowledge

Brazilian context in terms of indigenous people(s)

Paulista context in terms of indigenous peoples

Background of the course

 - National Education Guidelines and Basis, aiming

at plurality and diversity (1988). (Organized by the Brazilian Ministry of Education)

 - University of São Paulo Indigenous Education

Program – for 60 indigenous teachers- high school level/2002-2003.

Motivation...

...pre-occupation and pre-disposition from both groups - indigenous and non-indigenous - towards the preservation and comprehension of culture within the scope of cross-cultural and school education.

Objective

-Providing a college level education to the indigenous teachers in the State of São Paulo.

-Strengthening the indigenous school as a cultural-situated space.

-Making it possible for the school to become intercultural and bilingual.

Objective

Granting to the Indigenous language a full-language status from a linguistic point of view, contributing for the development of its speakers' positive linguistic attitudes.

Objective

“To contribute so that the optimism and the hope may overcome the loss of values, the pessimism, the diffidence and the hopelessness that predominate in the world of today and that hit with special hardness the peoples of our continent” (Menchú Tum, 1997).

Course Load: 3470 hours

  1408 hours - class activities   192 hours - seminars/video-conferencing    320 hours – guided learning;     400 hours - preparation of the Course´s

Final Paper and guided learning report.   1150 hours - assignments in different

courses including the preparation of textbooks.

Duration of the course

Duration: 36 months     8 modules with 6 courses each.  

Where?

At University of São Paulo, Faculty of Educatiuon and…

Where?

Sometimes the classes(at USP) are at theEthnology Archeology Museum and…

and, at Indigenous villages (The village cooperative work) 

Where?

This course aims at:

  preparing indigenous education

professionals, through a theoretical and practical formation in a relationship with indigenous teaching practice.

   qualifying professionals who will act as teachers in elementary education, as well as professionals who will manage, coordinate and provide pedagogical support for the indigenous schools.

Underlying assumptions

To take into account the cultural standards of knowledge, behavior and beliefs in the sense of recognizing that:

a) the knowledge of the indigenous has its origins in the traditions, costumes and cultural history of each group and,

b) the learning processes are the result of transformations generated in processes of alterity.

The non-indigenous educators’ search (ethnomathematical educators)

The non-indigenous educator will be seeking an understanding of the issues that have been raised by the indigenous teachers, since they have become responsible for the (mathematical) education of their people, in order to understand how their development - as mathematics educator - can be further sheltered by the external educators to their culture. 

1st ModuleMay/05 to August/05

ED - 118 - Didatics I

EE – 128 – Indigenous school law

EI – 138 - Cultural history of man and science – (Prof. Ubiratan D’Ambrosio)

EC – 148 - Portuguese language: oral, reading and writing activities in different styles

EC – 158 - Mathematical knowledge: indigenous and non-indigenous– (Profs. M. C. Domite and R. Ferreira)

EE – 160 - Ethnic language: oral, reading and writing activities

ED – 218 - Didatics ll: curricula and programs

EC – 228 - Psychology of education

EC – 238 - History of education

EE – 240 - Ethnic language: oral, reading and

writing activities

ED – 258 - Coordination of school work

EO – 268 - Elective

2nd ModuleSeptember/05 to December/05

ED – 318 - Practical activities I – guided learning and projects

ED – 328 - Child educationEC – 338 - Methodology of teaching mathematics IEC – 348 - Methodology of teaching portuguese:

literacy and spellingEE – 358 - Bilinguism: in the community and in the

SchoolEE – 310 - Oral tradition: the speech/discourse

of the elderly indigenous

3rd Module January/06 to May/06

ED – 418 - Practical activities I – apprenticeship and

projects

ED – 428 - Sociology of education

EC – 438 - Methodology of teaching mathematics II

EC – 448 - Methodology of teaching portuguese

EE – 410 - Oral tradition: the speech/discourse of

the elderly indigenous

EO – 458 - Elective

4th ModuleJune/06 to September/06

EC – 518 - Anthropology and pedagogyEI – 528 - Politics and organization of elementary

educationEC – 538 - Children and teenager’s literature: from

different cultures EC – 548 - Methodology of teaching arts,

movement and cultureEC – 558 - Methodology of teaching history and

geography EE – 510 - Oral tradition: the speech/discourse

of the elderly indigenous

5th ModuleOctober/06 to February/07

EC – 618 - Philosophy of education

EC – 628 - Economic foundation of education

EE – 610 - Oral tradition: the speech/discourse of the elderly indigenous

EO – 638 - Elective

EO – 648 - Elective

EO – 658 - Elective

6th ModuleMarch/07 to June/07

EC – 718 - Methodology of teaching science EC – 728 - Methodology of teaching arts and

corporal movementEC – 738 - Emerging technologies of

communication and information EC – 748 - School education of young adults and

adultsEC – 758 - Culture and education: discourses and

socio-cultural practices EE – 710 - Oral tradition: the speech/discourse

of the elderly indigenous

7th ModuleJuly/07 to October/07

EO – 818 - ElectiveEO – 828 - ElectiveEO – 838 - ElectiveEO – 848 - ElectiveEO – 858 - ElectiveEO – 868 –Elective

8th ModuleNovember/07 to March/08

The "what" and the "how" in the disciplines around mathematical education

(Domite & Ferreira) A great effort of the non-indigenous educators:

- addressing their pedagogical action for ethnomathematics;

- looking for a discussion in terms of matheracy.

The work in MATHEMATICAL EDUCATION has been directed in a articulation between:

- what can be collected from the knowing-doing of the indigenous, referring to the quantitative and spatial relation, and

- the mathematical contents that belong to the non-indigenous school context.

the non-indigenous teacher is worried about revealing/bringing indigenous ways and solutions for daily situations, inherent to "how much", "how many times", measures, relations of order among others.

On one hand,

For example, the non-indigenous teacher is try to

evidence situations like, among others:

a) the correspondence of the measure of area of the Guarani house that takes as metric unit a part of the Guarani human body (a meter corresponds to the distance from the navel to the ground);

b) the relation, recognized by some indigenous

groups, between the seeds of corn that were planted and the seeds that sprouted: “for each 3 seeds of corn that were planted just 2 seeds sprouted”, told us Antonio Guarani.

For example, the non-indigenous teacher is try to

evidence situations like, among others:

c) “This manner writing in straw tracings of ‘taguara’ is present in almost all the Guarani artifacts, this stimulates the notion of numbers, odd numbers, even numbers, that is, from an early age the Guarani children already have notions of quantity."

Joel Karai Mirim.

For example, the non-indigenous teacher is try to evidence

situations like, among others:

the academic mathematical contents discussed will be, in general, those taught in non-indigenous school such as basic:

- arithmetic and geometry;- financial mathematics;- measurements;

- statistics.

On the other hand,

Generally speaking, the mathematical education faculty is in search of understanding the issues that have been formulated by the indigenous teachers, in order to understand how their development - as mathematical educators - can be better supported by external educators to their culture. (Barton, 2004)