Collaboration with Xukuru teachers: reflecting about statistics education at indigenous schools

Sérgia Oliveira, Liliane Carvalho, Carlos Monteiro, Karen François


In this paper we discuss aspects of a research study which investigated collaborative experiences with teachers from a Xukuru of Ororubá indigenous village in Pernambuco, Brazil. The study focused on   the teaching of statistics related to daily live situations. Based on a qualitative ethnographical research design we tried to answer the question ‘if and how primary school teachers in an indigenous school context teach statistical content’. Methodological procedures foreseen in ethnographic research were integrated in the data collection: (i) participant observation, (ii) semi-structured interviews, (iii) diaries, and (iv) collaborative group. Theoretical concepts of Zone of Proximal Development (ZPD), background and foreground knowledge and statistical literacy were used to interpret teaching practices. After presenting initial results we can answer the question affirmative and confirm that teaching practices of Xukuru teachers are grounded in the ZDP of students, they are related to the background and foreground knowledge of the students and they enhance the statistical literacy.


Indigenous populations, statistics, education, ethnography.

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ISSN 2177-9309