Educação, educação matemática e teoria cultural da objetivação: uma conversa com Luis Radford

• Autor(a) principal: Moretti, Vanessa Dias
• Data de Publicação: 2015
• Outros Autores: Panossian, Maria Lúcia, Moura, Manoel Oriosvaldo de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/96683

Luis Radford is a professor at Laurentian University in Sudbury, Ontario, Canada. He has taught in the Education program at The École des Sciences de l’Éducation since 1992, where he is currently director and coordinates the Research Laboratory of Cultural Semiotics and Mathematical Thinking. Education Professor of the University of Manchester in the United Kingdom, he is president of the International Study Group on Relations between the History and Pedagogy of Mathematics, affiliated to International Commission on Mathematical Instruction (ICMI). Author of several scientific articles in which he relates complex topics such as history, culture, teaching and learning, Luis Radford is an internationally recognized researcher in the field of mathematics education, having received the Hans Freudenthal Medal of ICMI in 2011. In an interview during his stay in Brazil, in March 2014, Luis Radford revealed some paths of his education and summarized some of the elements and principles that guide the cultural theory of objectification on the processes of teaching and learning and, in particular, how this theoretical concept relates to the research on mathematics education. He also discussed some strategies and methodological research techniques with teachers and students, in longitudinal projects that allow tracing the cultural development of children. Finally, Professor Luis Radford discussed general questions related to curriculum guidelines in Brazil, understood as a country with important cultural and social diversity. The reading of this interview points to the relevance of research on the processes of teaching and learning, specifically those related to mathematical knowledge, and provides elements for discussion about the processes of teacher education that are aimed at educating subjects to their maximum potential, in spite of social and cultural determinants.