THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATION

Detalhes bibliográficos
Autor(a) principal: Oliveira, Júlio César Gomes de
Data de Publicação: 2021
Outros Autores: Silva, Marcio Antonio
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2766
Resumo: This paper discusses curricular issues in mathematics education. It proposes an analysis of Critical Mathematics Education (CME), through a discursive approach, based on the contributions of Michel Foucault and interlocutors, as well as researchers in the field of mathematics education. The aim is to analyze a technology of government moved to the effectuation of possible subject positions (teachers and students) in a CME-curriculum. It uses, as a specialized corpus of analysis, articles that were published in journals of mathematics education (Bolema, Zetetiké and Revista Paranaense de Educação Matemática) and papers of the National Meeting of Mathematics Education (2010, 2013, 2016). From this materiality and the analyses, the statement was constructed: "in mathematics teaching there is proposition of carrying out investigation (scenarios for investigation), the student participates actively and the dialogue is a practice that is indispensable". As a result, the study argues that "conducting research" is a fundamental technique for the composition of a technological field of governing a mathematics curriculum. The focus of this technique is on the students, as it seeks to conduct their conduts in a certain way rather than another. This technique triggers two procedures: the "student participates actively" and the "dialog is a practice that is indispensable". The article concludes, considering the statement produced, that the "conducting investigation" technique composes a way of governing conducts without governing through a strategic game between freedoms.
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spelling THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATIONPENSAR, DE OTRA MANERA, EN UN TIPO DE ENSEÑANZA PROPUESTO POR LA EDUCACIÓN MATEMÁTICA CRÍTICA, DENTRO DE LA EDUCACIÓN MATEMÁTICAPENSANDO, DE OUTRO MODO, UM TIPO DE ENSINO PROPOSTO PELA EDUCAÇÃO MATEMÁTICA CRÍTICA, DENTRO DA EDUCAÇÃO MATEMÁTICAeducação matemáticaeducação matemática críticacurrículo de matemáticaanálise do discursotecnologia de governomathematics educationcritical mathematics educationmathematics curriculumdiscourse analysistechnology of governmenteducación matemáticaeducación matemática críticacurrículo matemáticoanálisis del discursotecnología de gobiernoThis paper discusses curricular issues in mathematics education. It proposes an analysis of Critical Mathematics Education (CME), through a discursive approach, based on the contributions of Michel Foucault and interlocutors, as well as researchers in the field of mathematics education. The aim is to analyze a technology of government moved to the effectuation of possible subject positions (teachers and students) in a CME-curriculum. It uses, as a specialized corpus of analysis, articles that were published in journals of mathematics education (Bolema, Zetetiké and Revista Paranaense de Educação Matemática) and papers of the National Meeting of Mathematics Education (2010, 2013, 2016). From this materiality and the analyses, the statement was constructed: "in mathematics teaching there is proposition of carrying out investigation (scenarios for investigation), the student participates actively and the dialogue is a practice that is indispensable". As a result, the study argues that "conducting research" is a fundamental technique for the composition of a technological field of governing a mathematics curriculum. The focus of this technique is on the students, as it seeks to conduct their conduts in a certain way rather than another. This technique triggers two procedures: the "student participates actively" and the "dialog is a practice that is indispensable". The article concludes, considering the statement produced, that the "conducting investigation" technique composes a way of governing conducts without governing through a strategic game between freedoms.Este artículo tematiza las cuestiones curriculares en la educación matemática. Propone un análisis de la Educación Matemática Crítica (EMC), a través de un enfoque discursivo, basado en las aportaciones de Michel Foucault e interlocutores, así como de investigadores en el campo de la educación matemática. El objetivo es analizar una tecnología de gobierno trasladada a la efectivización de posibles posiciones de sujetos (profesores y alumnos) en un plan de estudios-EMC. Utiliza, como corpus especializado de análisis, artículos que fueron publicados en revistas de educación matemática (Bolema, Zetetiké y Revista Paranaense de Educación Matemática) y ponencias del Encuentro Nacional de Educación Matemática (2010, 2013, 2016). A partir de esta materialidad y de los análisis, se construyó la afirmación: "en la enseñanza de las matemáticas hay propuesta de realización de la investigación (escenarios para la investigación), el alumno participa activamente y el diálogo es una práctica imprescindible". En consecuencia, el estudio sostiene que "realizar investigaciones" es una técnica fundamental para la composición de un campo tecnológico de gobernanza de un plan de estudios-EMC. Esta técnica se centra en los alumnos, buscando que realicen sus comportamientos de una manera determinada y no de otra. Esta técnica desencadena dos procedimientos: el "alumno participa activamente" y el "diálogo es una práctica indispensable". El artículo concluye, teniendo en cuenta el enunciado producido, que la técnica "realización de la investigación" compone una forma de gobernar conductas sin gobernar a través de un juego estratégico entre libertades.Este artigo tematiza questões curriculares na educação matemática. Propõe uma análise da Educação Matemática Crítica (EMC), por meio de uma abordagem discursiva, a partir das contribuições de Michel Foucault e interlocutores, bem como de pesquisadores do campo da educação matemática. O objetivo é analisar uma tecnologia de governo movimentada para a efetivação de possíveis posições de sujeitos (docentes e discentes) em um currículo-EMC. Utiliza, como corpus especializado de análise, artigos que foram publicados em revistas da educação matemática (Bolema, Zetetiké e Revista Paranaense de Educação Matemática) e trabalhos do Encontro Nacional de Educação Matemática (2010, 2013, 2016). A partir dessa materialidade e das análises, construiu-se o enunciado: “no ensino de matemática há proposição de realização de investigação (cenários para investigação), o aluno participa ativamente e o diálogo é uma prática que se faz indispensável”. Como resultado, o estudo argumenta que “realização de investigação” é uma técnica fundamental para a composição de um campo tecnológico de governo de um currículo-EMC. O foco dessa técnica está nos alunos, ao procurar conduzir suas condutas de um determinado modo e não de outro. Essa técnica aciona dois procedimentos: o “aluno participa ativamente” e o “diálogo é uma prática que se faz indispensável”. O artigo conclui, considerando o enunciado produzido, que a técnica “realização de investigação” compõe um modo de governar condutas sem governar por intermédio de um jogo estratégico entre as liberdades.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-08-12info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/276610.1590/SciELOPreprints.2766porhttps://preprints.scielo.org/index.php/scielo/article/view/2766/4859Copyright (c) 2021 Júlio César Gomes de Oliveira, Marcio Antonio Silvahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Júlio César Gomes deSilva, Marcio Antonioreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-08-09T23:58:51Zoai:ops.preprints.scielo.org:preprint/2766Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-08-09T23:58:51SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATION
PENSAR, DE OTRA MANERA, EN UN TIPO DE ENSEÑANZA PROPUESTO POR LA EDUCACIÓN MATEMÁTICA CRÍTICA, DENTRO DE LA EDUCACIÓN MATEMÁTICA
PENSANDO, DE OUTRO MODO, UM TIPO DE ENSINO PROPOSTO PELA EDUCAÇÃO MATEMÁTICA CRÍTICA, DENTRO DA EDUCAÇÃO MATEMÁTICA
title THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATION
spellingShingle THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATION
Oliveira, Júlio César Gomes de
educação matemática
educação matemática crítica
currículo de matemática
análise do discurso
tecnologia de governo
mathematics education
critical mathematics education
mathematics curriculum
discourse analysis
technology of government
educación matemática
educación matemática crítica
currículo matemático
análisis del discurso
tecnología de gobierno
title_short THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATION
title_full THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATION
title_fullStr THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATION
title_full_unstemmed THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATION
title_sort THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATION
author Oliveira, Júlio César Gomes de
author_facet Oliveira, Júlio César Gomes de
Silva, Marcio Antonio
author_role author
author2 Silva, Marcio Antonio
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Júlio César Gomes de
Silva, Marcio Antonio
dc.subject.por.fl_str_mv educação matemática
educação matemática crítica
currículo de matemática
análise do discurso
tecnologia de governo
mathematics education
critical mathematics education
mathematics curriculum
discourse analysis
technology of government
educación matemática
educación matemática crítica
currículo matemático
análisis del discurso
tecnología de gobierno
topic educação matemática
educação matemática crítica
currículo de matemática
análise do discurso
tecnologia de governo
mathematics education
critical mathematics education
mathematics curriculum
discourse analysis
technology of government
educación matemática
educación matemática crítica
currículo matemático
análisis del discurso
tecnología de gobierno
description This paper discusses curricular issues in mathematics education. It proposes an analysis of Critical Mathematics Education (CME), through a discursive approach, based on the contributions of Michel Foucault and interlocutors, as well as researchers in the field of mathematics education. The aim is to analyze a technology of government moved to the effectuation of possible subject positions (teachers and students) in a CME-curriculum. It uses, as a specialized corpus of analysis, articles that were published in journals of mathematics education (Bolema, Zetetiké and Revista Paranaense de Educação Matemática) and papers of the National Meeting of Mathematics Education (2010, 2013, 2016). From this materiality and the analyses, the statement was constructed: "in mathematics teaching there is proposition of carrying out investigation (scenarios for investigation), the student participates actively and the dialogue is a practice that is indispensable". As a result, the study argues that "conducting research" is a fundamental technique for the composition of a technological field of governing a mathematics curriculum. The focus of this technique is on the students, as it seeks to conduct their conduts in a certain way rather than another. This technique triggers two procedures: the "student participates actively" and the "dialog is a practice that is indispensable". The article concludes, considering the statement produced, that the "conducting investigation" technique composes a way of governing conducts without governing through a strategic game between freedoms.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/2766
10.1590/SciELOPreprints.2766
url https://preprints.scielo.org/index.php/scielo/preprint/view/2766
identifier_str_mv 10.1590/SciELOPreprints.2766
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/2766/4859
dc.rights.driver.fl_str_mv Copyright (c) 2021 Júlio César Gomes de Oliveira, Marcio Antonio Silva
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Júlio César Gomes de Oliveira, Marcio Antonio Silva
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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