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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?. - PowerPoint PPT Presentation
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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)