Feyerabend's methodological pluralism and transdisciplinarity: a reflection on Mathematics teaching and initial teacher education

Detalhes bibliográficos
Autor(a) principal: Oliveira, Jéssica Rodrigues de
Data de Publicação: 2023
Outros Autores: Silva, Josie Agatha Parrilha da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3991
Resumo: Initial teacher training is a process that requires many discussions about the challenges of education and society. The interdisciplinary proposal of teaching and knowledge from teaching practice, can be an important tool for the construction and unification of knowledge from different areas of knowledge. Using the epistemology of Paul Karl Feyerabend as a theoretical contribution, this article aims to, to relate methodological pluralism with teaching, especially the teaching of Mathematics in convergence with Art. For this, the main aspects of Feyerabend's thought and its relations with transdisciplinarity are presented. The teaching knowledge of Maurice Tardif (2010) and the possible connections of interdisciplinarity with the knowledge of teaching practice are also addressed. Finally, it is highlighted that teaching anchored in the ideas of methodological pluralism and transdisciplinary, contributes to the integral development of the student and to the improvement of mathematics teaching and learning.
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spelling Feyerabend's methodological pluralism and transdisciplinarity: a reflection on Mathematics teaching and initial teacher educationEl pluralismo metodológico y la transdisciplinariedad de Feyerabend: una reflexión sobre la enseñanza de las Matemáticas y la formación inicial del profesoradoO pluralismo metodológico de Feyerabend e a transdisciplinaridade: uma reflexão sobre o ensino de Matemática e a formação inicial de professoresFeyerabendTransdisciplinaridadeSaberes DocentesInterdisciplinaridadeFormação InicialFeyerabendTransdisciplinarityTeaching KnowledgeInterdisciplinarityInitial FormationFeyerabendTransdisciplinariedadEnseñanza del ConocimientoInterdisciplinariedadFormación InicialInitial teacher training is a process that requires many discussions about the challenges of education and society. The interdisciplinary proposal of teaching and knowledge from teaching practice, can be an important tool for the construction and unification of knowledge from different areas of knowledge. Using the epistemology of Paul Karl Feyerabend as a theoretical contribution, this article aims to, to relate methodological pluralism with teaching, especially the teaching of Mathematics in convergence with Art. For this, the main aspects of Feyerabend's thought and its relations with transdisciplinarity are presented. The teaching knowledge of Maurice Tardif (2010) and the possible connections of interdisciplinarity with the knowledge of teaching practice are also addressed. Finally, it is highlighted that teaching anchored in the ideas of methodological pluralism and transdisciplinary, contributes to the integral development of the student and to the improvement of mathematics teaching and learning.La formación inicial docente es un proceso que requiere muchas discusiones sobre los desafíos de la educación y de la sociedad. La propuesta interdisciplinar de la enseñanza y el saber desde la práctica docente, puede ser una herramienta importante para la construcción y unificación de saberes desde diferentes áreas del saber. Utilizando la epistemología de Paul Karl Feyerabend como aporte teórico, este artículo tiene como objetivo, relacionar el pluralismo metodológico con la enseñanza, especialmente la enseñanza de las Matemáticas en convergencia con el art. Para ello, se presentan los principales aspectos del pensamiento de Feyerabend y sus relaciones con la transdisciplinariedad. También se abordan los saberes docentes de Maurice Tardif (2010) y las posibles conexiones de la interdisciplinariedad con los saberes de la práctica docente. Finalmente, se destaca que la enseñanza anclada en las ideas de pluralismo metodológico y transdisciplinariedad, contribuye al desarrollo integral del estudiante y al mejoramiento de la enseñanza y el aprendizaje de las matemáticas.A formação inicial de professores é um processo que exige muitas discussões acerca dos desafios da educação e da sociedade. A proposta interdisciplinar do ensino e dos saberes provenientes da prática docente pode ser uma importante ferramenta para a construção e unificação dos saberes de diversas áreas do conhecimento. Utilizando como aporte teórico a epistemologia de Paul Karl Feyerabend, este artigo tem por objetivo relacionar o pluralismo metodológico ao ensino, em especial, o ensino de Matemática em convergência com a Arte. Para isso, são apresentados os principais aspectos do pensamento de Feyerabend e suas relações com a transdisciplinaridade. São abordados, também, os saberes docentes de Maurice Tardif (2010) e as possíveis conexões da interdisciplinaridade com os saberes da prática docente. Por fim, destaca-se que o ensino — ancorado nas ideias do pluralismo metodológico e na transdisciplinaridade — contribui para o desenvolvimento integral do aluno e para a melhoria do ensino e aprendizagem da Matemática.Editora Cruzeiro do Sul2023-10-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/399110.26843/rencima.v14n4a03Revista de Ensino de Ciências e Matemática; v. 14 n. 4 (2023): out./dez.; 1-242179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3991/2102https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccess Oliveira, Jéssica Rodrigues de Silva, Josie Agatha Parrilha da2024-02-02T17:56:35Zoai:ojs.pkp.sfu.ca:article/3991Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2024-02-02T17:56:35Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Feyerabend's methodological pluralism and transdisciplinarity: a reflection on Mathematics teaching and initial teacher education
El pluralismo metodológico y la transdisciplinariedad de Feyerabend: una reflexión sobre la enseñanza de las Matemáticas y la formación inicial del profesorado
O pluralismo metodológico de Feyerabend e a transdisciplinaridade: uma reflexão sobre o ensino de Matemática e a formação inicial de professores
title Feyerabend's methodological pluralism and transdisciplinarity: a reflection on Mathematics teaching and initial teacher education
spellingShingle Feyerabend's methodological pluralism and transdisciplinarity: a reflection on Mathematics teaching and initial teacher education
Oliveira, Jéssica Rodrigues de
Feyerabend
Transdisciplinaridade
Saberes Docentes
Interdisciplinaridade
Formação Inicial
Feyerabend
Transdisciplinarity
Teaching Knowledge
Interdisciplinarity
Initial Formation
Feyerabend
Transdisciplinariedad
Enseñanza del Conocimiento
Interdisciplinariedad
Formación Inicial
title_short Feyerabend's methodological pluralism and transdisciplinarity: a reflection on Mathematics teaching and initial teacher education
title_full Feyerabend's methodological pluralism and transdisciplinarity: a reflection on Mathematics teaching and initial teacher education
title_fullStr Feyerabend's methodological pluralism and transdisciplinarity: a reflection on Mathematics teaching and initial teacher education
title_full_unstemmed Feyerabend's methodological pluralism and transdisciplinarity: a reflection on Mathematics teaching and initial teacher education
title_sort Feyerabend's methodological pluralism and transdisciplinarity: a reflection on Mathematics teaching and initial teacher education
author Oliveira, Jéssica Rodrigues de
author_facet Oliveira, Jéssica Rodrigues de
Silva, Josie Agatha Parrilha da
author_role author
author2 Silva, Josie Agatha Parrilha da
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Jéssica Rodrigues de
Silva, Josie Agatha Parrilha da
dc.subject.por.fl_str_mv Feyerabend
Transdisciplinaridade
Saberes Docentes
Interdisciplinaridade
Formação Inicial
Feyerabend
Transdisciplinarity
Teaching Knowledge
Interdisciplinarity
Initial Formation
Feyerabend
Transdisciplinariedad
Enseñanza del Conocimiento
Interdisciplinariedad
Formación Inicial
topic Feyerabend
Transdisciplinaridade
Saberes Docentes
Interdisciplinaridade
Formação Inicial
Feyerabend
Transdisciplinarity
Teaching Knowledge
Interdisciplinarity
Initial Formation
Feyerabend
Transdisciplinariedad
Enseñanza del Conocimiento
Interdisciplinariedad
Formación Inicial
description Initial teacher training is a process that requires many discussions about the challenges of education and society. The interdisciplinary proposal of teaching and knowledge from teaching practice, can be an important tool for the construction and unification of knowledge from different areas of knowledge. Using the epistemology of Paul Karl Feyerabend as a theoretical contribution, this article aims to, to relate methodological pluralism with teaching, especially the teaching of Mathematics in convergence with Art. For this, the main aspects of Feyerabend's thought and its relations with transdisciplinarity are presented. The teaching knowledge of Maurice Tardif (2010) and the possible connections of interdisciplinarity with the knowledge of teaching practice are also addressed. Finally, it is highlighted that teaching anchored in the ideas of methodological pluralism and transdisciplinary, contributes to the integral development of the student and to the improvement of mathematics teaching and learning.
publishDate 2023
dc.date.none.fl_str_mv 2023-10-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3991
10.26843/rencima.v14n4a03
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3991
identifier_str_mv 10.26843/rencima.v14n4a03
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3991/2102
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 14 n. 4 (2023): out./dez.; 1-24
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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