标题：Práticas sociais (matemáticas) de produção de um planejamento fnanceiro na formação de educadores indígenas ((Mathematical) Social Practices for the production of a fnancial planning in the training of Indigenous teachers)
其他标题：Práticas sociais (matemáticas) de produção de um planejamento fnanceiro na formação de educadores indígenas ((Mathematical) Social Practices for the production of a fnancial planning in the training of Indigenous teachers)
摘要：Abstract The article discusses social practices in a classroom in which one notices evidences of mathematical learning, during activities on financial planning, using a debit and credit spreadsheet. These activities were developed with a group of indigenous students from the Intercultural Education Undergraduate Course for Indigenous teachers with emphasis in Mathematics Education offered at Universidade Federal de Minas Gerais – Brazil with two objectives: supply the demand of mathematical formation to the teachers in-training and support them in the control of their scholarship. We used the classroom intervention methodology, which produced empirical data, composed of video records of classes, notes, and interviews. Using the concepts of social practice theory, we identified the relations established by students in and between the practices that highlighted potential mathematical learning, when they used and/or reflected on the procedures used to calculate procedures and mathematical language to fill the spreadsheet and create graphics. We observed that the participation on these practices generated tensions between individual actions and collective actions, when they were demanded to act in a different logic of life to access and use the scholarship money. We also perceived that the indigenous students began to make the self-control over their spending. We argue that the financial management of the scholarship became a broad intercultural phenomenon that considered the individual and collective uses and necessities. The reflection about this experience points to some specific demands to indigenous teachers’ intercultural education, faced to the public policies to guarantee their right of access and permanence in higher education.
