O professor formador como incentivador da formação de professores indígenas etnomatemáticos

The aim of this article is to discuss the role of the professor as a trainer of Mathematics indigenous teachers, acting as a promoter of ethnomathematical thinking in Indigenous Intercultural Licentiate courses. We understand that ethnomathematical thinking can be improved through research as praxis. The investigation promotes the encounter of the mathematical knowledge of the indigenous communities with the Mathematics contents of the curriculum.  The Ethnomathematical thinking combined with research practice leads to encounters with other areas of knowledge and articulation with their indigenous teachers. It is characterized as a qualitative research involving dialogues with eleven indigenous academics in the area of ​​Natural Sciences and Mathematics. It was possible to observe that, despite the inherence of ethnomathematical thinking in each indigenous academic, it needs to be encouraged by the professor trainer with a view to the ethnomathematical indigenous teachers education.