Vol. 26 No. 1 (2018): Dossiê Temático

Editorial

Jackeline Rodrigues Mendes, Carolina Tamayo-Osorio

1-7

Saberes e práticas matemáticas na educação (escolar) indígena

https://doi.org/10.20396/zet.v26i1.8652348

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i1.8652348

Dossiê temático - 2018

Josefina Aguilar Guamán

8-20

The cosmocentered, aesthetic and knowledge value in the Quichua language of Ecuador

https://doi.org/10.20396/zet.v26i1.8650878

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DOI: https://doi.org/10.20396/zet.v26i1.8650878

Adriana Milena Walker Suárez, Carolina Tamayo-Osorio

21-40

Avaliações estandardizadas, modelos de aculturação e transgressão nas comunidades indígenas colombianas

https://doi.org/10.20396/zet.v26i1.8650888

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DOI: https://doi.org/10.20396/zet.v26i1.8650888

Jorge Isidro Orjuela-Bernal, Roger Miarka

41-58

Walking among [I]indigenous [E]education, [M]mathematics [E]education and [E]ethnomathematics

https://doi.org/10.20396/zet.v26i1.8650820

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DOI: https://doi.org/10.20396/zet.v26i1.8650820

Elisângela Aparecida Pereira de Melo, Tadeu Oliver Gonçalves

59-74

The Xerente community of practice and its mathematics

https://doi.org/10.20396/zet.v26i1.8650844

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DOI: https://doi.org/10.20396/zet.v26i1.8650844

José Roberto da Silva, Evilásio Clecio de Souza, Maria Aparecida da Silva Rufino

75-93

The toré ritual as a previous organizer to the concept of circle

https://doi.org/10.20396/zet.v26i1.8650471

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DOI: https://doi.org/10.20396/zet.v26i1.8650471

Adriano Pawah Suruí, Kécio Gonçalves Leite

94-112

Ethnomathematics and Indigenous School Education in the context of Paiter people

https://doi.org/10.20396/zet.v26i1.8650870

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DOI: https://doi.org/10.20396/zet.v26i1.8650870

Luzia Voltolini, Carmen Teresa Kaiber

113-132

Cultural knowledge and school mathematics: necessary meeting in indigenous school education

https://doi.org/10.20396/zet.v26i1.8650861

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DOI: https://doi.org/10.20396/zet.v26i1.8650861

Ruana Priscila da Silva Brito, Maria da Conceição Ferreira Reis Fonseca

133-146

Village, mathematics and indigenous school: appropriation of discursive practices by Pataxó students

https://doi.org/10.20396/zet.v26i1.8650482

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DOI: https://doi.org/10.20396/zet.v26i1.8650482

Luci dos Santos Bernardi, Jorge Alejandro Santos

147-166

Ethnomathematics and Freirean pedagogy: an intercultural experience with the Kaingang community

https://doi.org/10.20396/zet.v26i1.8650727

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DOI: https://doi.org/10.20396/zet.v26i1.8650727

Maria Aparecida Mendes Oliveira, Jackeline Rodrigues Mendes

167-184

Guarani and Kaiowá teacher education: interculturality and decoloniality in mathematics teaching

https://doi.org/10.20396/zet.v26i1.8650893

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DOI: https://doi.org/10.20396/zet.v26i1.8650893

Mara Ryeklma da Costa Silva, Edcarlos Miranda de Souza, Itamar Miranda da Silva

185-205

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

https://doi.org/10.20396/zet.v26i1.8650889

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DOI: https://doi.org/10.20396/zet.v26i1.8650889

Hélio Simplicio Rodrigues Monteiro

206-220

Contributions of ethnomathematics to the training of indigenous teachers of the state of Tocantins

https://doi.org/10.20396/zet.v26i1.8650884

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DOI: https://doi.org/10.20396/zet.v26i1.8650884

Gabriela dos Santos Barbosa

221-239

Continued training of Guarani teachers: a concept study about natural numbers

https://doi.org/10.20396/zet.v26i1.8650886

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DOI: https://doi.org/10.20396/zet.v26i1.8650886

Magna Natalia Marin Pires, Wagner Roberto do Amaral, Jean Carlos Alves da Silva Kuboyama

240-257

The intercultural cycle of academic initiation at a State University of Paraná: the strengthening of indigenous people in Higher education in an experience with Mathematics Education

https://doi.org/10.20396/zet.v26i1.8650891

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i1.8650891