Mathematics education and affirmative actions: possibilities and challenges in higher education teaching
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
Texto Completo: | https://publicacoes.fcc.org.br/cp/article/view/3986 |
Resumo: | The purpose of this article is to discuss the conceptions of exact science faculty members in relation to the implementation and maintenance of affirmative actions in higher education. Data were produced through interviews with faculty and managers in mathematics and engineering courses, and were organized and analysed using content analysis from the theoretical perspective of critical inquiry. For analysing the data, we used content analysis’ analytical tools, having critical inquiry as theoretical perspective. Results can be summarized in four themes: assistentialism; affirmative action students’ singularities, particularities and academic achievement; the permanence issue; and the value given to teachers involved in practices aimed at promoting the permanence of students who were the beneficiaries of affirmative action. |
id |
FCC-1_a27e61c5ac1854686acab72002fb9ac8 |
---|---|
oai_identifier_str |
oai:ojs.publicacoes.fcc.org.br:article/3986 |
network_acronym_str |
FCC-1 |
network_name_str |
Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
repository_id_str |
|
spelling |
Mathematics education and affirmative actions: possibilities and challenges in higher education teachingEducación matemática y acciones afirmativas: posibilidades y desafíos en la docencia universitáriaÉducation en mathématiques et actions affirmatives: possibilités et défis de l’enseignement universitaireEducação matemática e ações afirmativas: possibilidades e desafios na docência universitáriaAção AfirmativaEquidadeProfessoresEnsino SuperiorAção AfirmativaEducação MatemáticaEnsino SuperiorAction AffirmativeEquityEnseignantEnseignement SupérieurAcción AfirmativaEquidadProfesoresEnseñanza SuperiorAffirmative ActionEquityTeachersHigher EducationThe purpose of this article is to discuss the conceptions of exact science faculty members in relation to the implementation and maintenance of affirmative actions in higher education. Data were produced through interviews with faculty and managers in mathematics and engineering courses, and were organized and analysed using content analysis from the theoretical perspective of critical inquiry. For analysing the data, we used content analysis’ analytical tools, having critical inquiry as theoretical perspective. Results can be summarized in four themes: assistentialism; affirmative action students’ singularities, particularities and academic achievement; the permanence issue; and the value given to teachers involved in practices aimed at promoting the permanence of students who were the beneficiaries of affirmative action. El propósito de este artigo es reflexionar sobre concepciones de docentes de cursos superiores del área de exactas en relación a la implantación y mantenimiento de acciones afirmativas en la universidad. Los datos aquí discutidos fueron producidos a partir de entrevistas con docentes y gestores vinculados a cursos de matemáticas e ingenierías. Para el análisis de los datos se utilizaron herramientas analíticas del análisis de contenido y se tuvo como perspectiva teórica la indagación crítica. Se puede resumir los resultados en cuatro temas: más allá de un asistencialismo; singularidades, particularidades y desempeño de estudiantes beneficiados por acciones afirmativas; el tema de la permanencia; y valorización de los docentes involucrados en prácticas que se destinan a la permanencia del estudiante beneficiado por acciones afirmativas. L’objectif de cet article est de réfiéchir sur des conceptions des professeurs universitaires dans la filiere des sciences exactes, au sujet de l´introduction et du maintien d’actions affirmatives à l’université. Les données proviennent d’entretiens avec des enseignants et des gestionnaires des cours de mathématiques et d’ingénierie. Pour l’analyse des entretiens on a utilisé l’analyse de contenu dans la perspective théorique de l´enquête critique. Les résultats peuvent se résumer en quatre themes: au delà de l´assistentialisme; les singularités, les particularités et la performance des étudiants bénéficiant d’actions affirmatives; et la valorisation des enseignants engagés dans des pratiques visant la permanence des bénéficiairest d’actions affirmatives. O propósito deste artigo é refletir sobre concepções de docentes de cursos superiores da área de exatas em relação à implantação e manutenção de ações afirmativas na universidade. Os dados aqui discutidos foram produzidos a partir de entrevistas com docentes e gestores ligados a cursos de matemática e engenharias. Para a análise dos dados, utilizaram-se ferramentas analíticas da análise de conteúdo, tendo como perspectiva teórica o inquérito crítico. Os resultados podem ser resumidos em quatro temas: além de um assistencialismo; singularidades, particularidades e desempenho de estudantes beneficiados por ações afirmativas; a questão da permanência; e valorização dos docentes envolvidos em práticas voltadas para a permanência do estudante beneficiado por ações afirmativas.Fundação Carlos Chagas2017-09-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/3986Cadernos de Pesquisa; Vol. 47 No. 165: jul./set.2017; 820-846Cadernos de Pesquisa; Vol. 47 Núm. 165: jul./set.2017; 820-846Cadernos de Pesquisa; Vol. 47 No. 165: jul./set.2017; 820-846Cadernos de Pesquisa; v. 47 n. 165: jul./set.2017; 820-8461980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/3986/pdfhttps://publicacoes.fcc.org.br/cp/article/view/3986/3415Copyright (c) 2017 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSilva, Guilherme Henrique Gomes da2022-12-02T14:34:56Zoai:ojs.publicacoes.fcc.org.br:article/3986Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexPRIhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-02T14:34:56Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false |
dc.title.none.fl_str_mv |
Mathematics education and affirmative actions: possibilities and challenges in higher education teaching Educación matemática y acciones afirmativas: posibilidades y desafíos en la docencia universitária Éducation en mathématiques et actions affirmatives: possibilités et défis de l’enseignement universitaire Educação matemática e ações afirmativas: possibilidades e desafios na docência universitária |
title |
Mathematics education and affirmative actions: possibilities and challenges in higher education teaching |
spellingShingle |
Mathematics education and affirmative actions: possibilities and challenges in higher education teaching Silva, Guilherme Henrique Gomes da Ação Afirmativa Equidade Professores Ensino Superior Ação Afirmativa Educação Matemática Ensino Superior Action Affirmative Equity Enseignant Enseignement Supérieur Acción Afirmativa Equidad Profesores Enseñanza Superior Affirmative Action Equity Teachers Higher Education |
title_short |
Mathematics education and affirmative actions: possibilities and challenges in higher education teaching |
title_full |
Mathematics education and affirmative actions: possibilities and challenges in higher education teaching |
title_fullStr |
Mathematics education and affirmative actions: possibilities and challenges in higher education teaching |
title_full_unstemmed |
Mathematics education and affirmative actions: possibilities and challenges in higher education teaching |
title_sort |
Mathematics education and affirmative actions: possibilities and challenges in higher education teaching |
author |
Silva, Guilherme Henrique Gomes da |
author_facet |
Silva, Guilherme Henrique Gomes da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Guilherme Henrique Gomes da |
dc.subject.por.fl_str_mv |
Ação Afirmativa Equidade Professores Ensino Superior Ação Afirmativa Educação Matemática Ensino Superior Action Affirmative Equity Enseignant Enseignement Supérieur Acción Afirmativa Equidad Profesores Enseñanza Superior Affirmative Action Equity Teachers Higher Education |
topic |
Ação Afirmativa Equidade Professores Ensino Superior Ação Afirmativa Educação Matemática Ensino Superior Action Affirmative Equity Enseignant Enseignement Supérieur Acción Afirmativa Equidad Profesores Enseñanza Superior Affirmative Action Equity Teachers Higher Education |
description |
The purpose of this article is to discuss the conceptions of exact science faculty members in relation to the implementation and maintenance of affirmative actions in higher education. Data were produced through interviews with faculty and managers in mathematics and engineering courses, and were organized and analysed using content analysis from the theoretical perspective of critical inquiry. For analysing the data, we used content analysis’ analytical tools, having critical inquiry as theoretical perspective. Results can be summarized in four themes: assistentialism; affirmative action students’ singularities, particularities and academic achievement; the permanence issue; and the value given to teachers involved in practices aimed at promoting the permanence of students who were the beneficiaries of affirmative action. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-09-13 |
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://publicacoes.fcc.org.br/cp/article/view/3986 |
url |
https://publicacoes.fcc.org.br/cp/article/view/3986 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://publicacoes.fcc.org.br/cp/article/view/3986/pdf https://publicacoes.fcc.org.br/cp/article/view/3986/3415 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Cadernos de Pesquisa https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Cadernos de Pesquisa https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Fundação Carlos Chagas |
publisher.none.fl_str_mv |
Fundação Carlos Chagas |
dc.source.none.fl_str_mv |
Cadernos de Pesquisa; Vol. 47 No. 165: jul./set.2017; 820-846 Cadernos de Pesquisa; Vol. 47 Núm. 165: jul./set.2017; 820-846 Cadernos de Pesquisa; Vol. 47 No. 165: jul./set.2017; 820-846 Cadernos de Pesquisa; v. 47 n. 165: jul./set.2017; 820-846 1980-5314 0100-1574 reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online) instname:Fundação Carlos Chagas (FCC) instacron:FCC |
instname_str |
Fundação Carlos Chagas (FCC) |
instacron_str |
FCC |
institution |
FCC |
reponame_str |
Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
collection |
Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
repository.name.fl_str_mv |
Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC) |
repository.mail.fl_str_mv |
cadpesq@fcc.org.br||cadpesq@fcc.org.br |
_version_ |
1816431071995101184 |