[Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territory
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação & Realidade |
Texto Completo: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/106760 |
Resumo: | In this paper we problematize the relationships between theory and practice (theory/practice) in the field of [mathematics] curriculum from and for a Colombian indigenous territory. Relationships that, in curricular terms, are a problem since they seem to be hierarchical. This paper is derived from a doctoral research in progress; a study in which we assume a deconstructionist therapeutic attitude for the conduct of academic research, inspired by the work of the philosophers Wittgenstein and Derrida; at the same time, we made some articulations with Foucauldian studies, in order to think about the [mathematics] curriculum from a post-structuralist perspective. Thus, first, we present the Chocoan territory where this doctoral research is being carried out. Later, we show some approaches between Wittgenstein’s and Derrida’s works to think - see in other ways - about research in the field of Mathematical Education, inspired by Antonio Miguel’s investigations. Then, we establish some approaches with Foucault to discuss the relationships between theory/practice in the [mathematics] curricular field. Finally, we present some emergent reflections to think about the [mathematics] curriculum in the Educational Institution Katío Chamí (Chocó, Colombia), showing how, in the proposal of the Tejido de Saberes, typical of this community, the dyad theory/practice is not isolated; this dyad becomes a unity. Theory/practice are together and in harmony with nature. |
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[Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territoryCurrículo [de matemáticas]: una problematización de la dicotomía teoría/práctica desde un territorio chocoanoWittgensteinTerapia DeconstruccionistaPerspectiva FoucaultianaTejido de SaberesEducación indígena.WittgensteinDeconstructionist TherapyFoucauldian PerspectiveWeaving of KnowledgeIndigenous Education.In this paper we problematize the relationships between theory and practice (theory/practice) in the field of [mathematics] curriculum from and for a Colombian indigenous territory. Relationships that, in curricular terms, are a problem since they seem to be hierarchical. This paper is derived from a doctoral research in progress; a study in which we assume a deconstructionist therapeutic attitude for the conduct of academic research, inspired by the work of the philosophers Wittgenstein and Derrida; at the same time, we made some articulations with Foucauldian studies, in order to think about the [mathematics] curriculum from a post-structuralist perspective. Thus, first, we present the Chocoan territory where this doctoral research is being carried out. Later, we show some approaches between Wittgenstein’s and Derrida’s works to think - see in other ways - about research in the field of Mathematical Education, inspired by Antonio Miguel’s investigations. Then, we establish some approaches with Foucault to discuss the relationships between theory/practice in the [mathematics] curricular field. Finally, we present some emergent reflections to think about the [mathematics] curriculum in the Educational Institution Katío Chamí (Chocó, Colombia), showing how, in the proposal of the Tejido de Saberes, typical of this community, the dyad theory/practice is not isolated; this dyad becomes a unity. Theory/practice are together and in harmony with nature.En este artículo problematizamos las relaciones entre teoría y práctica (teoría/práctica) en el campo del currículo [de matemáticas] desde y para un territorio indígena colombiano. Relaciones que, en términos curriculares, son vistas como un problema, toda vez que parecen ser jerárquicas. Este artículo es derivado de una investigación doctoral en curso; estudio en el que asumimos una actitud terapéutico deconstruccionista para la conducción de investigaciones académicas, inspirada en los trabajos de los filósofos Wittgenstein y Derrida; a su vez, realizamos algunas articulaciones con los estudios foucaultianos, con el fin de pensar el currículo [de matemáticas] desde una perspectiva posestructuralista. Así, en primer lugar, presentamos el territorio chocoano donde se viene realizando esa investigación doctoral. Posteriormente, mostramos algunas articulaciones entre los trabajos de Wittgenstein y Derrida para pensar - ver de otras maneras - la investigación en el campo de la Educación Matemática, inspirados en las investigaciones de Antonio Miguel. Luego, establecemos algunas articulaciones con Foucault para discutir las relaciones entre teoría/práctica en el campo curricular [de matemáticas]. Finalmente, presentamos algunas reflexiones emergentes para pensarnos el currículo [de matemáticas] en la Institución Educativa Katío Chamí (Chocó, Colombia), mostrando cómo, en la propuesta del Tejido de Saberes, propio de esta comunidad, no se separa la diada teoría/práctica; esa diada se convierte en una, en unidad. Teoría/práctica juntas y en armonía con la naturaleza.FACED - UFRGS2020-11-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/106760Educação & Realidade [Education & Reality]; Vol. 45 No. 3 (2020)Educação & Realidade; v. 45 n. 3 (2020)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/106760/59012https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/106760/59013Copyright (c) 2020 Educação & Realidadeinfo:eu-repo/semantics/openAccessCharry, ÓscarJaramillo, DianaTamayo, Carolina2020-11-03T11:50:32Zoai:seer.ufrgs.br:article/106760Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2020-11-03T11:50:32Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
[Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territory Currículo [de matemáticas]: una problematización de la dicotomía teoría/práctica desde un territorio chocoano |
title |
[Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territory |
spellingShingle |
[Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territory Charry, Óscar Wittgenstein Terapia Deconstruccionista Perspectiva Foucaultiana Tejido de Saberes Educación indígena. Wittgenstein Deconstructionist Therapy Foucauldian Perspective Weaving of Knowledge Indigenous Education. |
title_short |
[Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territory |
title_full |
[Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territory |
title_fullStr |
[Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territory |
title_full_unstemmed |
[Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territory |
title_sort |
[Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territory |
author |
Charry, Óscar |
author_facet |
Charry, Óscar Jaramillo, Diana Tamayo, Carolina |
author_role |
author |
author2 |
Jaramillo, Diana Tamayo, Carolina |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Charry, Óscar Jaramillo, Diana Tamayo, Carolina |
dc.subject.por.fl_str_mv |
Wittgenstein Terapia Deconstruccionista Perspectiva Foucaultiana Tejido de Saberes Educación indígena. Wittgenstein Deconstructionist Therapy Foucauldian Perspective Weaving of Knowledge Indigenous Education. |
topic |
Wittgenstein Terapia Deconstruccionista Perspectiva Foucaultiana Tejido de Saberes Educación indígena. Wittgenstein Deconstructionist Therapy Foucauldian Perspective Weaving of Knowledge Indigenous Education. |
description |
In this paper we problematize the relationships between theory and practice (theory/practice) in the field of [mathematics] curriculum from and for a Colombian indigenous territory. Relationships that, in curricular terms, are a problem since they seem to be hierarchical. This paper is derived from a doctoral research in progress; a study in which we assume a deconstructionist therapeutic attitude for the conduct of academic research, inspired by the work of the philosophers Wittgenstein and Derrida; at the same time, we made some articulations with Foucauldian studies, in order to think about the [mathematics] curriculum from a post-structuralist perspective. Thus, first, we present the Chocoan territory where this doctoral research is being carried out. Later, we show some approaches between Wittgenstein’s and Derrida’s works to think - see in other ways - about research in the field of Mathematical Education, inspired by Antonio Miguel’s investigations. Then, we establish some approaches with Foucault to discuss the relationships between theory/practice in the [mathematics] curricular field. Finally, we present some emergent reflections to think about the [mathematics] curriculum in the Educational Institution Katío Chamí (Chocó, Colombia), showing how, in the proposal of the Tejido de Saberes, typical of this community, the dyad theory/practice is not isolated; this dyad becomes a unity. Theory/practice are together and in harmony with nature. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-03 |
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://seer.ufrgs.br/index.php/educacaoerealidade/article/view/106760 |
url |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/106760 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/106760/59012 https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/106760/59013 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Educação & Realidade info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Educação & Realidade |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
FACED - UFRGS |
publisher.none.fl_str_mv |
FACED - UFRGS |
dc.source.none.fl_str_mv |
Educação & Realidade [Education & Reality]; Vol. 45 No. 3 (2020) Educação & Realidade; v. 45 n. 3 (2020) 2175-6236 0100-3143 reponame:Educação & Realidade instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Educação & Realidade |
collection |
Educação & Realidade |
repository.name.fl_str_mv |
Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
||educreal@ufrgs.br |
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1789438615552524288 |