Ethnomathematics, interculturality and childhood education: the continuing training of teachers in an extension course

Abstract

We report results of an investigation that was based on analyzing the contributions of an extension action entitled "Childhood, Interculturality and Ethnomathematics in Early Child Education: care for indigenous children" to the continuing education of teachers. The objective was to understand what are the impacts of this course on the promotion of pedagogical practices that value Interculturality from the perspective of Ethnomathematics. It was chosen as a theoretical reference, documents and scientific productions on the key themes of the discussion in a broad relationship with indigenous culture. For the production of the data, a description and analysis of the route experienced by the group of course participants was adopted, as well as a semi-structured interview script carried out with two collaborators. The impressions of the educational reality show that there are some barriers for the assistance to indigenous children to be done in a more inclusive way, since the school culture still insists on stereotyped approaches on the production and life modes of the ethnic groups.