Fourth International Conference
on Ethnomathematics – ICEm4

Towson, Maryland, USA, July 25-30, 2010




                M...
The focus



Indigenous teacher education
Specifically…


The encounter of non-indigenous teacher educator and
  indigenous teacher: the invisibility of the challen...
Motivation and Mission
!"Over the lifetime of PME, the world has changed, and so
 have schools and classrooms. !

!In many...
Motivation and Mission


  ...pre-occupation and pre-disposition from both
 indigenous and non-indigenous groups towards
 ...
Motivation (Legislative history)
                 União das Nações
                     Indígenas
                     UNI...
A view of the presence of indigenous
peoples in Brazil
A view of the presence of indigenous
peoples in the State of Sao Paulo - Brazil


                      •!   Guarani villa...
A brief history
Since the end of the XX Century, the Brazilian
  indigenous peoples were part of a more scholarly
  educat...
Introduction
 From 2001 to 2009, in a partnership of the College
 of Education of the University of São Paulo and
 the Sta...
What I have learnt...
What I have learnt as an indigenous teacher
 educator external to the indigenous culture…

   ... pe...
Perspectives
The proposals for indigenous education have as
  perspectives that the teacher educators:

•! listen, underst...
Challenges
In particular in the scope of mathematics education, the
   mentioned perspectives have placed us face to face ...
CHALLENGE: two positions ...
Challenge 1: socio-political order
The taking into account the group’s culture in the
   scho...
CHALLENGE: the “listening” of the
indigenous teacher educators ...
CHALLENGE: The “asking” of the
indigenous teachers...
CHALLENGE: Dialogue
Indigenous teacher educator’s    Indigenous teacher’s
   underdeveloped                out of sight as...
CHALLENGE: Transdisciplinarity vs
Disciplinarity
CHALLENGE: Transdisciplinarity vs
Disciplinarity
At the same time we look for an interaction with the
  indigenous teacher...
The invisibility of the challenges
Surely there are many other challenges that are not
  so visible as those we just saw w...
To sum up, as teacher educators external to the
  indigenous culture, we recognize the permanent
  need to:

•! constantly...
My focus in terms of research...
   Specifically on the “listening” of the mathematics
   educator, external to the indige...
Thank you
The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges
The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges
The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges
The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges
The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges
The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges
The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges
The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges
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The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges

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The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges - Maria do Carmo S. Domite and Robert D. Pohl

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The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges

  1. 1. Fourth International Conference on Ethnomathematics – ICEm4 Towson, Maryland, USA, July 25-30, 2010 Maria do Carmo S. Domite Robert D. Pohl Brasil
  2. 2. The focus Indigenous teacher education
  3. 3. Specifically… The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges.
  4. 4. Motivation and Mission !"Over the lifetime of PME, the world has changed, and so have schools and classrooms. ! !In many parts of the world, teachers—mathematics teachers—are facing the challenges of teaching in multiethnic and multilingual classrooms containing immigrant, indigenous, migrant, and refugee children, ! !and if research is to be useful it has to address and help us understand such challenges.”! (GATES, 2006)!
  5. 5. Motivation and Mission ...pre-occupation and pre-disposition from both indigenous and non-indigenous groups towards the preservation and comprehension of culture within the scope of cross-cultural and school education.
  6. 6. Motivation (Legislative history) União das Nações Indígenas UNI 1980 e Organização das Nações Unidas para a Educação, a Ciência e a Cultura UNESCO
  7. 7. A view of the presence of indigenous peoples in Brazil
  8. 8. A view of the presence of indigenous peoples in the State of Sao Paulo - Brazil •! Guarani villages - 15 •! Kaingang villages - 02 •! Krenak village- 01 •! Terena villages- 04 •! Tupi villages – 07
  9. 9. A brief history Since the end of the XX Century, the Brazilian indigenous peoples were part of a more scholarly education movement, taking over the school of the villages. I have been involved in this political and educational movement as a teacher educator of the indigenous group in the State of São Paulo.
  10. 10. Introduction From 2001 to 2009, in a partnership of the College of Education of the University of São Paulo and the State Secretary of Education, I have coordinated the Indigenous Teacher Education Program of the State of São Paulo. From 2001 to 2003 - a High School level Teacher Course From 2005 to 2009 - the Intercultural Undergraduate Indigenous Teacher Course 81 indigenous student-teachers from 5 different ethnic groups
  11. 11. What I have learnt... What I have learnt as an indigenous teacher educator external to the indigenous culture… ... perspectives we need to focus: looking in from the outside ... challenges we need to face: seeing the invisible
  12. 12. Perspectives The proposals for indigenous education have as perspectives that the teacher educators: •! listen, understand and orient the indigenous teacher in light of the needs and solutions of the indigenous community’s essential problems; •! incorporate other information, already elaborated knowledges, techniques and theories in order to help the indigenous teacher to operate the understanding of reality. Grupioni (2003), Monte (1999), Ferreira-Sebastiani(2004), Ferreira_Kawall (2002); Barton & Alangui (2004)
  13. 13. Challenges In particular in the scope of mathematics education, the mentioned perspectives have placed us face to face with challenges of different orders: •! Social •! Cultural •! Political •! Epistemological •! Pedagogical
  14. 14. CHALLENGE: two positions ... Challenge 1: socio-political order The taking into account the group’s culture in the scholar work has different positions One position prefers: To reject the incorporation of previous/cultural knowledge in the curricula: no cultural mathematics/ethnomathematics whatsoever. (South African radical position - Horsthemke & Schäfer, 2006) To the other one: It’s not possible to develop someone isolated from their cultural context. One's culture are one's roots (D'Ambrosio)
  15. 15. CHALLENGE: the “listening” of the indigenous teacher educators ...
  16. 16. CHALLENGE: The “asking” of the indigenous teachers...
  17. 17. CHALLENGE: Dialogue Indigenous teacher educator’s Indigenous teacher’s underdeveloped out of sight asking listening And the so waited for dialogical process between indigenous teachers and teacher educators cannot be established
  18. 18. CHALLENGE: Transdisciplinarity vs Disciplinarity
  19. 19. CHALLENGE: Transdisciplinarity vs Disciplinarity At the same time we look for an interaction with the indigenous teachers in order to perceive their knowledges and codes – respecting their transdisciplinary way of building knowledge... ... since we have only looked at knowledges through only one discipline, we run the risk of inserting them into our disciplinary categories
  20. 20. The invisibility of the challenges Surely there are many other challenges that are not so visible as those we just saw when we as indigenous teachers educators have the following perspectives: •! To listen, understand and orient the indigenous teacher in light of their needs •! To incorporate other information in order to help the indigenous teacher to operate the understanding of reality
  21. 21. To sum up, as teacher educators external to the indigenous culture, we recognize the permanent need to: •! constantly problematize our ways of thought; •! have a wider focus upon the values of the society being thought… looking at its rationality, terms, points of view, systems of representation, modes of classification, among others; •! question the role and the meaning of the scientific knowledge; •! recognize the difference as a positive factor.
  22. 22. My focus in terms of research... Specifically on the “listening” of the mathematics educator, external to the indigenous teacher culture... Research questions: 1.! How much we as indigenous teacher educators are capable of transcending these empirical arguments? 2.! What kind or procedures/attitudes are involved in these transcendent processes?
  23. 23. Thank you

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