Ethnomathematics in the context of formation of indigenous teachers in higher education

Abstract

This article analyzes the ethnomathematics in the context of the indigenous teachers’ for-mation in higher education. The methodology used was a review of the literature on studies in ethnomathematics and related to the formation of indigenous teachers in the field of mathematics edu-cation. The results evidence that educational practices should not be limited to didactic-pedagogical actions in the classroom, but in reflexive processes about the practice itself, revealing the construction of the inequalities and differences present at school institutions. In this context, indigenous mathemat-ics teachers are aware of the need for a differentiated education but are still in a universe of indecision about their education. At the same time that they are in the midst of a personal conflict, between the school knowledge, called scientific, they also aim at building a new schooling process. Thus, we highlight the holistic conception of education, as well as the ethnomathematics program with its multicultural approach and qualitative view of reality. In the mathematics teachers’ initial formation, Ethnomathematics as a pedagogical alternative can contribute to the maintenance and dynamization of indigenous cultures through the development of teaching strategies that promote respect, valorization, and reinforcement of the native language and cultural roots, based on transdisciplinary and transcultur-al education.