Confluences of a school garden project and the afro-indigenous curriculum

Authors

DOI:

https://doi.org/10.34024/prometeica.2024.31.19577

Keywords:

Decolonial Curricula

Abstract

This text reports experiences of a decolonial Mathematics Education practice in a municipal public school in the city of São Paulo, Brazil, that resulted in the elaboration of this ongoing master's project. More specifically, it discusses the tensions between an official curriculum and school practices. The experiences occurred with the production of school gardens, executed from the knowledge of agroecology and agroforestry. Among the objectives of this work, we seek to highlight the collective construction of a project, carried out with families, the community, research groups, students, and school staff, which occurred from meetings and discussions about the theories, practices, and public policies necessary for the construction of the garden. Thus, we highlighted some mathematical knowledge of the decolonial Afroindigenous curriculum, based on the cultivation practices of the Guarani M'bya calendar. With this, we discuss the possibilities of school pedagogical practices, in which the indigenous cosmology is inserted into the Basic Education curriculum.

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Author Biographies

  • Michela Tuchapesk da Silva, Universidade de São Paulo

    Professor at the Institute of Mathematical and Computer Sciences - ICMC/USP and collaborating professor at the Graduate Program in Education in the area of ​​concentration in Scientific, Mathematical and Technological Education, at the Faculty of Education of the University of São Paulo - FEUSP. She holds a degree in Mathematics from the Federal University of São Carlos (2001), a master's degree in Mathematics Education from the São Paulo State University Júlio de Mesquita Filho (2004), a doctorate from the São Paulo State University Júlio de Mesquita Filho (2014) and a post-doctorate from the Federal University of São Carlos (2016). She has experience in the area of ​​Education, with an emphasis on Mathematics Education, working mainly on the following themes: mathematics education, mathematics teacher training, subjectivation processes, autonomy and self-care from the Foucauldian perspective, cartography and trends in the school-family-mathematics relationship.

  • Núbia Ferreira Machado de Amorim, Universidade de São Paulo

    Afroindígena. Educadora da Prefeitura Municipal de São Paulo desde 2004. Possui graduação em Normal Superior pelo Centro Universitário Herminio Ometto de Araras (2009). É pós-graduada (Lato Senso) em Educação Ambiental pela faculdade Campos Elíseos. Atua nas hortas urbanas periféricas como meio de aprender sobre a implantação e sistematização das hortas escolares. Ativista nos movimentos feministas e educação antirracista.

     

References

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Silva, M. A. (2018). Currículo e Educação Matemática: a política cultural como potencializadora de pesquisas. Perspectivas da Educação Matemática, v. 11, n. 26. p. 202–224. Campo Grande, MS.

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Published

2024-11-29

Issue

Vol. 31 (2024): Prometeica - v 31 (11/2024 - 02/2025)

Section

Articles - Dossier 1

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Copyright (c) 2024 Michela Tuchapesk da Silva Michela, Núbia Ferreira Machado de Amorim

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How to Cite

Tuchapesk da Silva, M., & Ferreira Machado de Amorim, N. (2024). Confluences of a school garden project and the afro-indigenous curriculum. Prometeica - Journal of Philosophy and Science, 31, 408-418. https://doi.org/10.34024/prometeica.2024.31.19577
Received 2024-10-07
Accepted 2024-11-20
Published 2024-11-29