Geography Reference
In-Depth Information
Figure 1.7. Ipó Kayabi. Prized goods include a record player (vitrola) and a suitcase
(mala), 1983.
inherit, earn, receive, accept, or even steal imply surplus or gain. On the other hand,
to sell, lend, donate, pay, give, or deliver indicates deprivation or loss. Translated
into arithmetic operations in problem-solving activities, the concepts of surplus
or gain are structuring resources that ask for addition or multiplication, whereas
deprivation or loss require subtraction or division.
We shall now examine how mathematical concepts were shaped at the Diauarum
School during problem-solving activities. I begin with Tarinu Juruna's explanation
to his classmates of the dilemma he was faced with when negotiating the price for
the arrows Antonio wanted to buy.
THE DIAUARUM INDIGENOUS SCHOOL: MATHEMATICS IN PRACTICE
Tarinu Juruna, son of chief Carandine, has just returned to Diauarum after the two-
day stay at his home village for the caxiri ceremony. He is one of the 13 Juruna
who are living at the Diauarum Indian Post in order to attend the recently founded
Diauarum Indigenous School, 17 the first school to operate in the north of the Xingu
Park. Tarinu stated his main goal as a student at the Diauarum School on the very
day the school was inaugurated: “I want to learn mathematics so that the white man
does not deceive us with numbers anymore.” 18
Tarinu starts his presentation with Antonio's infamous quote, that “Indians are
too stupid to learn mathematics.” His updated (7 × 5 = 0, rather than 7 × 5 = 125)
explanation of the arithmetic dilemma exemplifies the articulation of structuring
resources in everyday mathematics activities. On the school's blackboard Tarinu
demonstrated how he had articulately resorted to school-learned algorithms,
principles of reciprocity, and aspects of the capitalist economic action:
7 arrows at 5.00 each = 0
7
6
18.00
35.00
125.00
×5
×12
72.00
-125.00
35
72
+18.00
0
125.00
 
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