Mathematics education and affirmative actions: possibilities and challenges in higher education teaching

Detalhes bibliográficos
Autor(a) principal: Silva, Guilherme Henrique Gomes da
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. 
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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/indexhttps://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
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