ETHNOMATHEMATICS IN THE INDIGENOUS SCHOOL CURRICULUM: COUNTING AND TRADITIONAL KNOWLEDGE OF THE ASSURINI PEOPLE, MUNICIPALITY OF TUCURUÍ, PARÁ

Abstract

This article analyzes how ethnomathematics can be incorporated into the school curriculum of the Warara'awa Assurini School, located in the Trocará Indigenous Land, in Pará. Based on qualitative research, with observation and interviews with the elders of the Trocará village, the study seeks to understand how the traditional knowledge of the Assurini people can dialogue with the teaching of formal mathematical concepts, contributing to a differentiated school curriculum. The approach explores cultural practices such as counting in the mother tongue, body painting, and handicrafts, highlighting the educational potential of valuing indigenous knowledge. The results indicate that ethnomathematics can enrich mathematical learning, strengthen cultural identities, and promote more contextualized teaching.