Society, culture, mathematics and its teaching
Main Author: | |
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Publication Date: | 2005 |
Format: | Article |
Language: | por eng |
Source: | Educação e Pesquisa |
Download full: | https://www.revistas.usp.br/ep/article/view/27965 |
Summary: | One of the effects of the globalized world is a strong tendency to eliminate differences, promoting a planetary culture. Education systems are particularly affected, undergoing strong pressure from international studies and evaluations, inevitably comparative, and sadly competitive. As a result, one observes the gradual elimination of cultural components in the definition of education systems. The constitution of new social imaginaries becomes clear; imaginaries empty of historical, geographical and temporal referents, characterized by a strong presence of the culture of the image. The criteria of classification establish an inappropriate reference that has as its consequence the definition of practices and even of education systems. On the other hand, resistance mechanisms, often unconscious, are activated seeking to safeguard and recover the identifying features of a culture, such as its traditions, cuisine, languages, artistic manifestations in general, and, in doing so, to contribute to cultural diversity, an essential factor to encourage creativity. In this article, the sociocultural basis of mathematics and of its teaching are examined, and also the consequences of globalization and its effects on multicultural education. The concept of culture is discussed, as well as issues related to culture dynamics, resulting in the proposition of a theory of transdisciplinar and transcultural knowledge. Upon such basis the Ethnomathematics Program is presented. A critique is also made of the curriculum presently used, which is in its conception and detailing, obsolete, uninteresting and of little use. A different concept of curriculum is proposed, based on the communicative (literacy), analytical (matheracy), and material (technoracy) instruments. |
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Society, culture, mathematics and its teaching Sociedade, cultura, matemática e seu ensino EtnomatemáticaMulticulturalismoGlobalizaçãoCurrículoEthnomathematicsMulticulturalismGlobalizationCurriculum One of the effects of the globalized world is a strong tendency to eliminate differences, promoting a planetary culture. Education systems are particularly affected, undergoing strong pressure from international studies and evaluations, inevitably comparative, and sadly competitive. As a result, one observes the gradual elimination of cultural components in the definition of education systems. The constitution of new social imaginaries becomes clear; imaginaries empty of historical, geographical and temporal referents, characterized by a strong presence of the culture of the image. The criteria of classification establish an inappropriate reference that has as its consequence the definition of practices and even of education systems. On the other hand, resistance mechanisms, often unconscious, are activated seeking to safeguard and recover the identifying features of a culture, such as its traditions, cuisine, languages, artistic manifestations in general, and, in doing so, to contribute to cultural diversity, an essential factor to encourage creativity. In this article, the sociocultural basis of mathematics and of its teaching are examined, and also the consequences of globalization and its effects on multicultural education. The concept of culture is discussed, as well as issues related to culture dynamics, resulting in the proposition of a theory of transdisciplinar and transcultural knowledge. Upon such basis the Ethnomathematics Program is presented. A critique is also made of the curriculum presently used, which is in its conception and detailing, obsolete, uninteresting and of little use. A different concept of curriculum is proposed, based on the communicative (literacy), analytical (matheracy), and material (technoracy) instruments. Uma dos efeitos da sociedade globalizada é uma forte tendência para eliminar diferenças, promovendo uma cultura planetária. Particularmente afetados são os sistemas educacionais, que passam por forte pressão dos estudos e avaliações internacionais, inevitavelmente comparativas e, lamentavelmente, competitivas. Como resultado, nota-se a paulatina eliminação de componentes culturais na definição dos sistemas educacionais. Fica evidente a formação de novos imaginários sociais, desprovidos de referentes históricos, geográficos e temporais, caracterizados por uma forte presença da cultura da imagem. Os critérios classificatórios estabelecem um referencial inidôneo, que tem como conseqüência definir práticas e mesmo sistemas educacionais. Por outro lado, ativam-se mecanismos, muitas vezes inconscientes, de resistência, que buscam preservar e recuperar os traços identificadores de uma cultura, tais como as tradições, a culinária, os idiomas, manifestações artísticas em geral, e, desse modo, contribuir para a diversidade cultural, fator essencial para estimular a criatividade. Neste artigo examinam-se as bases socioculturais da matemática e de seu ensino e também as conseqüências da globalização e seus reflexos na educação multicultural. Discutem-se o conceito de cultura e as questões ligadas à dinâmica cultural, propondo-se uma teoria de conhecimento transdisciplinar e transcultural. Sobre essa base, o Programa Etnomatemática é apresentado. É também feita uma crítica ao currículo atualmente praticado, que é, em sua concepção e detalhamento, obsoleto, desinteressante e pouco útil. Um outro conceito de currículo, baseado nos instrumentos comunicativos (literacia), analíticos (materacia) e materiais (tecnoracia), é proposto. Universidade de São Paulo. Faculdade de Educação2005-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2796510.1590/S1517-97022005000100008Educação e Pesquisa; v. 31 n. 1 (2005); 99-120Educação e Pesquisa; Vol. 31 No. 1 (2005); 99-120Educação e Pesquisa; Vol. 31 Núm. 1 (2005); 99-1201678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/27965/29737https://www.revistas.usp.br/ep/article/view/27965/29738Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessDAmbrósio, Ubiratan2014-10-24T15:41:52Zoai:revistas.usp.br:article/27965Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:41:52Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Society, culture, mathematics and its teaching Sociedade, cultura, matemática e seu ensino |
title |
Society, culture, mathematics and its teaching |
spellingShingle |
Society, culture, mathematics and its teaching DAmbrósio, Ubiratan Etnomatemática Multiculturalismo Globalização Currículo Ethnomathematics Multiculturalism Globalization Curriculum |
title_short |
Society, culture, mathematics and its teaching |
title_full |
Society, culture, mathematics and its teaching |
title_fullStr |
Society, culture, mathematics and its teaching |
title_full_unstemmed |
Society, culture, mathematics and its teaching |
title_sort |
Society, culture, mathematics and its teaching |
author |
DAmbrósio, Ubiratan |
author_facet |
DAmbrósio, Ubiratan |
author_role |
author |
dc.contributor.author.fl_str_mv |
DAmbrósio, Ubiratan |
dc.subject.por.fl_str_mv |
Etnomatemática Multiculturalismo Globalização Currículo Ethnomathematics Multiculturalism Globalization Curriculum |
topic |
Etnomatemática Multiculturalismo Globalização Currículo Ethnomathematics Multiculturalism Globalization Curriculum |
description |
One of the effects of the globalized world is a strong tendency to eliminate differences, promoting a planetary culture. Education systems are particularly affected, undergoing strong pressure from international studies and evaluations, inevitably comparative, and sadly competitive. As a result, one observes the gradual elimination of cultural components in the definition of education systems. The constitution of new social imaginaries becomes clear; imaginaries empty of historical, geographical and temporal referents, characterized by a strong presence of the culture of the image. The criteria of classification establish an inappropriate reference that has as its consequence the definition of practices and even of education systems. On the other hand, resistance mechanisms, often unconscious, are activated seeking to safeguard and recover the identifying features of a culture, such as its traditions, cuisine, languages, artistic manifestations in general, and, in doing so, to contribute to cultural diversity, an essential factor to encourage creativity. In this article, the sociocultural basis of mathematics and of its teaching are examined, and also the consequences of globalization and its effects on multicultural education. The concept of culture is discussed, as well as issues related to culture dynamics, resulting in the proposition of a theory of transdisciplinar and transcultural knowledge. Upon such basis the Ethnomathematics Program is presented. A critique is also made of the curriculum presently used, which is in its conception and detailing, obsolete, uninteresting and of little use. A different concept of curriculum is proposed, based on the communicative (literacy), analytical (matheracy), and material (technoracy) instruments. |
publishDate |
2005 |
dc.date.none.fl_str_mv |
2005-03-01 |
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://www.revistas.usp.br/ep/article/view/27965 10.1590/S1517-97022005000100008 |
url |
https://www.revistas.usp.br/ep/article/view/27965 |
identifier_str_mv |
10.1590/S1517-97022005000100008 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/27965/29737 https://www.revistas.usp.br/ep/article/view/27965/29738 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 31 n. 1 (2005); 99-120 Educação e Pesquisa; Vol. 31 No. 1 (2005); 99-120 Educação e Pesquisa; Vol. 31 Núm. 1 (2005); 99-120 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
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Educação e Pesquisa |
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Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713810727960577 |