Indigenous childhood and Mathematical exploration in play: the emergency of an intercultural curriculum in urban childhood education

• Grant number: 22/09965-8
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: June 01, 2023
• End date: September 30, 2026
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Klinger Teodoro Ciríaco
• Grantee: Fernando Schlindwein Santino
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
• Associated scholarship(s): 24/16760-9 - Immigrant Children and Early Childhood Educators' Conceptions of Mathematical Exploration in Braga, Portugal, BE.EP.DR

Abstract

The general objective of this thesis proposal is to analyze how an experience of continuing education with (non-indigenous) teachers of Early Childhood Education (preschool) contributes to mathematical exploration, in an intercultural curriculum perspective, from the incorporation of cultural games indigenous people in their experiences with children. This is a qualitative, descriptive-analytical research, to be developed in the context of a group of studies with collaborative characteristics. To this end, the group will be constituted with a focus on the appropriation of theoretical-methodological discussions about indigenous culture, in view of the demand of the region of the state of Mato Grosso do Sul. In addition to the meetings with the teachers, the production of data will also be carried out through interviews in order to raise indicators to (re)think the dynamics of the pedagogical work, evaluating and understanding learning and future perspectives about the constituted experience. In the end, all sources of information will be cross-referenced in an attempt to correlate the data and complete the investigation. In terms of expected results, we believe that with such a methodology, it will be possible to access the declared and carried out experiences, thus comprising contributions and influences provided by the expansion of the didactic-pedagogical repertoire, planning, validation and intervention with practices from the perspective of the intercultural curriculum in attending to the indigenous childhood. In summary, we believe that through continuing education, with a focus on indigenous culture, we will be able to join efforts towards a more inclusive Early Childhood Education that is the object of permanent reflection in the field of educational policies that serve children and that respect their specificities and rights, among them the right of contact with mathematical experiences, in a bias of experiencing the world through the action of playing. (AU)