EDUCATION IN THE LEGAL AMAZON: KNOWLEDGE AND PRACTICES OF THE AKWÊ-XERENTE PEOPLE - SOCIALLY CONSTRUCTED MATHEMATICAL KNOWLEDGE

Abstract

This article analyzes the knowledge and practices of the Akwê-Xerente people from an ethnomathematical perspective, understanding them as socially constructed mathematical knowledge articulated with cultural practices and daily life. It starts from the understanding that mathematics is not restricted to formal schooling spaces, but emerges from lived experiences, collective organization, the relationship with the territory, and the intergenerational transmission of knowledge. In the Akwê-Xerente context, learning occurs through doing, observation, and coexistence, revealing implicit mathematical structures present in the organization of space, time, gestures, and community actions. The research, qualitative and bibliographic in nature, is based on academic productions on indigenous education, ethnomathematics, and sociocultural knowledge, seeking to interpret how these lived mathematics produce meanings and challenge hegemonic conceptions of mathematical knowledge. The results show that such practices constitute legitimate, coherent, and functional systems of knowledge, whose valorization contributes to the strengthening of identity and to the construction of pedagogical approaches more sensitive to cultural diversity. By engaging with Akwê-Xerente knowledge, the study reinforces ethnomathematics as a theoretical and ethical perspective capable of promoting an intercultural mathematics education, committed to the recognition of epistemological plurality and to overcoming hierarchies that have historically marginalized indigenous knowledge.