Appropriation of School Mathematics Discourses: considerations from the experience of an intercultural training of indigenous teachers

Abstract This paper focuses on the ways by which undergraduates of an Intercultural Training Course for Indigenous Teachers appropriate discursive practices of school mathematics, when they evaluate or develop educational proposals to mathematics teaching in the village school. From an empirical material produced when observing this course and adopting ethnographic procedures, we weaved an analysis that enhances the understanding of the processes of appropriation related to the problem of meaning and the question of participation in social practices. Thus, the way the educators in training manage the confrontation between discursive practices of different trends in the field of Mathematics Education and Indigenous Education outlines not only mathematics conceptions and its teaching in the indigenous school, but also possibilities of structuring and analyzing pedagogical proposals that they intend to adopt in their teaching activities.