Desafios para a implementação de um laboratório de ensino de matemática em uma escola indígena do povo Xukuru de Cimbres: uma análise teórico-reflexiva a partir das necessidades e interesses comunitários

Abstract

This work aims to analyze the challenges for the implementation of a Mathematics Teaching Laboratory (MTL) in the context of Indigenous School Education of the Xukuru de Cimbres people, considering the pedagogical needs and community interests of the indigenous school. The study is characterized as a theoretical-methodological essay of a qualitative and exploratory nature, developed from reflections and documentary analyses in a process constructed throughout the formative meetings guiding the Course Conclusion Project. The methodological approach is based on theoretical frameworks of the Mathematics Teaching Laboratory, Ethnomathematics, and Indigenous School Education, as well as on the analysis of guiding documents, such as the National Common Curricular Base, the Intercultural Curriculum of Indigenous Schools of Pernambuco, and the Political-Pedagogical Project of the investigated school. The reflections presented do not stem from the empirical application of the proposal, but from the theoretical-reflective systematization of the author's teaching experience in the context of the indigenous school, mobilized as a pedagogical and contextual reference. Through this process, it was possible to demonstrate that the implementation of a MTL in indigenous schools involves challenges related to structural conditions, teacher training, collective organization, and the need for alignment with the principles of interculturality, community autonomy, and the collective construction of the educational process. It is concluded that the implementation trial constitutes a pertinent methodological approach for organizing reflections and outlining possible paths for the implementation of the Mathematics Teaching Laboratory, respecting the timeline of the indigenous school community, its needs and collective interests, in accordance with the principles that guide Indigenous School Education.