Formative training of teachers who teach mathematics in indigenous communities of Acre

Abstract

Faced with the significance of indigenous school education in Acre, the present work was developed to
addresses the historical, national and local panorama in which this model of education was established. Through
a bibliographic review, which considered documents such as the National Curriculum Guidelines for Indigenous
School Education, a comprehension about the solidification’s process of an intercultural and differentiated
education was aimed, presenting reflections that emerged from the experience in the participation of an
instructor training process of indigenous teachers who teach mathematics. During the experiment, support was
sought in Anthropology, broadening the comprehension about cares that the researcher / educator needs to take
when adopting educational practices. The results showed that working according to the native's approach brings
academic mathematical contents to the daily life of the communities, valuing cultural practices allied to the
comprehension of mathematics as science.