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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?.

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Indigenous Intercultural Program of Education Elementary Teacher Undergraduate Certification Maria do Carmo Santos Do


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slide1

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

slide2

Who are the indigenous teachers?

82 indigenous teachers from five different ethnic groups:

Guarani – 43

Tupi-Guarani – 15

Kaingang – 07

Terena – 14

Krenak - 03

slide3

Who are the educators?

-Coordination:

1 linguist

2 anthropologists

1 pedagogue

1 (ethno)matemathics educator

-Faculty: Professors holding master’s and doctorate degrees from many fields of knowledge

slide6

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.

slide7

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.

slide8

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.

slide9

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.

slide10

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).

slide11

Course Load: 3470 hours 

n 1408 hours - class activities

n 192 hours - seminars/video-conferencing

n 320 hours – guided learning;

n400 hours - preparation of the Course´s Final Paper and guided learning report.

n 1150 hours - assignments in different courses including the preparation of textbooks.

slide12

Duration of the course

Duration: 36 months

n8 modules with 6 courses each.

slide13

Where?

At University of São Paulo, Faculty of Educatiuon and…

slide14

Where?

Sometimes the classes

(at USP) are at the

Ethnology Archeology

Museum and…

slide15

Where?

and, at Indigenous villages

(The village cooperative work)

slide16

This course aims at:

n preparing indigenous education professionals, through a theoretical and practical formation in a relationship with indigenous teaching practice.

n 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.

slide17

Underlying assumptions

  • To take into account the cultural standards of knowledge, behavior and beliefs in the sense of recognizing that:
  • the knowledge of the indigenous has its origins in the traditions, costumes and cultural history of each group and,
  • the learning processes are the result of transformations generated in processes of alterity.
slide18

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. 

slide19

1st Module

May/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

slide20

2nd Module

September/05 to December/05

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

slide21

3rd Module

January/06 to May/06

ED – 318 - Practical activities I – guided learning and projects

ED – 328 - Child education

EC – 338 - Methodology of teaching mathematics I

EC – 348 - Methodology of teaching portuguese: literacy and spelling

EE – 358 - Bilinguism: in the community and in the School

EE – 310 - Oral tradition: the speech/discourse of the elderly indigenous

slide22

4th Module

June/06 to September/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

slide23

5th Module

October/06 to February/07

EC – 518 - Anthropology and pedagogy

EI – 528 - Politics and organization of elementary education

EC – 538 - Children and teenager’s literature: from different cultures

EC – 548 - Methodology of teaching arts, movement and culture

EC – 558 - Methodology of teaching history and geography

EE – 510 - Oral tradition: the speech/discourse of the elderly indigenous

slide24

6th Module

March/07 to June/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

slide25

7th Module

July/07 to October/07

EC – 718 - Methodology of teaching science

EC – 728 - Methodology of teaching arts and corporal movement

EC – 738 - Emerging technologies of communication and information

EC – 748 - School education of young adults and adults

EC – 758 - Culture and education: discourses and socio-cultural practices

EE – 710 - Oral tradition: the speech/discourse of the elderly indigenous

slide26

8th Module

November/07 to March/08

EO – 818 - Elective

EO – 828 - Elective

EO – 838 - Elective

EO – 848 - Elective

EO – 858 - Elective

EO – 868 –Elective

slide27

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.
slide28

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.

slide29

On one hand,

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.

slide30

For example, the non-indigenous teacher is try to evidence situations like, among others:

  • 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);
slide31

For example, the non-indigenous teacher is try to evidence situations like, among others:

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.

slide32

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.

slide33

On the other hand,

  • 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.
slide34

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)