The Meaning of ‘Number’ in Kaiabi Language: Indigenous Teachers’ Identity Discourses in a Multilingual Setting

Chapter
Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

This study is based on ethnographic research carried out in a multilingual context in the Xingu Indigenous Park in a setting of indigenous teachers’ education. The discussion focuses on identity and language issues, examining the process of developing a mathematics textbook written in indigenous language by Kaiabi teachers to be used in indigenous schools in the Park. This discussion explores the Kaiabi cultural meaning of ‘number’ in community practices and the practices arising from contact with non-indigenous society. The aim is to point out the relationship between knowledge, language, and identity, and the tension that is established, specifically in the indigenous context, when indigenous written language has assumed a symbolic character in the assertion of ethnic identities.

Keywords

Indigenous education Bilingual education Numeracy Identity Ethnomathematics Kaiabi teachers 

References

  1. Balloco, A. E. (2006). A escrita e o escrito: produzindo identidades e domesticando diferenças. In B. Mariani (Ed.), A escrita e os escritos: reflexões em Análise do Discurso e Psicanálise (pp. 81–108). São Carlos: Clara Luz .Google Scholar
  2. Bhabha, H. K. (1994). The location of culture. NY: Routledge.Google Scholar
  3. Cavalcanti, M., & Maher, T. J. M. (1993). Interação transcultural na formação do professor Indio. In L. Seki (Ed.), Interação índio/não-índio no limiar do século XXI (pp. 217–230). Unicamp: Campinas.Google Scholar
  4. Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.Google Scholar
  5. Franchetto, B. (1987). Laudo antropológico: A ocupação indígena de região dos formadores e do alto curso do Rio Xingu (Anthropological report). Cuiabá, MT: OPAN/CIMI.Google Scholar
  6. Hall, S. (1997). Representation: Cultural representations and signifying practices. London: Sage/Open University.Google Scholar
  7. Maher, T. J. M. (1996). Ser professor sendo índio: Questões de língua(gem) e identidade (Unpublished doctoral dissertation). University of Campinas, Campinas, SP.Google Scholar
  8. Maher, T. J. M. (2010). Políticas linguísticas e políticas de identidade: Currículo e representações de professores indígenas na Amazônia Ocidental Brasileira. Currículo sem Fronteiras, 10(1), 33–48.Google Scholar
  9. Mendes, J. R. (2001). Ler, escrever e contar: Práticas de numeramento-letramento no contexto de formação de professores do Parque Indígena do Xingu (Unpublished doctoral dissertation). University of Campinas, Campinas, SP.Google Scholar
  10. Mendes, J. R. (2007). Numeracy and literacy in a bilingual context: Indigenous teachers education in Brazil. Educational Studies in Mathematics, 64(2), 217–230.CrossRefGoogle Scholar
  11. Ministério da Educação. (1998). Referencial curricular para as escolas indígenas. Brasília: Ministério da Educação.Google Scholar
  12. Ribeiro, B. (1986). Desenhos semânticos e identidade étnica: o caso Kaiabi. In D. Ribeiro (Ed.), Suma Etnológica Brasileira (Vol. 3, pp. 265–286). Petropolis: Vozes- Finep.Google Scholar
  13. Senra, K. (1996). Os Kaiabi. In S. Athayde & G. Silva (Eds.), Bases socioambientais para o desenvolvimento de alternativas econômicas sustentáveis na região norte do Parque Indígena do Xingu, MT. Project Support for ethnic groups from Xingu (pp. 23–41). Mato Grosso: Instituto Socioambiental—ISA.Google Scholar
  14. Woodward, K. (1997). Identity and difference. London: Sage/The Open University.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Faculty of EducationState University of CampinasCampinasBrazil

Personalised recommendations