THE INTEGRATION OF GENERATIVE ARTIFICIAL INTELLIGENCE IN INDIGENOUS SCHOOL EDUCATION

Abstract

The integration of Generative Artificial Intelligence (GAI) within Indigenous School Education is a dynamic, complex, and challenging process, full of opportunities for new research in Mathematics Education. This article presents a qualitative study with the collaboration of six Indigenous mathematics teachers who agreed to participate, three from each ethnic group (Pataxó and Tupinambá). The objective is to analyze the cultural contexts created by Google's Gemini GAI, from an Ethnomathematical perspective and in accordance with the statements of the invited Indigenous teachers, who have the role of validating or not these creations. Gemini GAI was chosen by the teachers because it is the most frequently used tool, due to its easy access through a Google Gmail account. For this purpose, the mathematical content of Compound Rule of Three with three and four magnitudes was chosen, with two problems within the cultural context of the Pataxó and two within the cultural context of the Tupinambá. The results indicate that the integration of GAI within the scope of Indigenous School Education can assist Indigenous mathematics teachers, but with some reservations regarding the creation of the cultural context. Beyond simply creating a superficial scenario, attention must be paid to cultural issues that GAI did not foresee, and only those from the ethnic group will bring to light.