Mathematics Education in the light of critical theory emerging from the Frankfurt School: discourses and meanings

Detalhes bibliográficos
Autor(a) principal: Martini, Lucas
Data de Publicação: 2022
Outros Autores: Godoy, Elenilton Vieira
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4375
Resumo: This research realizes a mapping of the Theses and Dissertations present in the catalog of Theses and Dissertations of CAPES and the Brazilian Library of Theses and Dissertations, proposing a quantitative and qualitative analysis. Next, we use Wiggershaus (2002) as the central axis for obtaining the meanings produced by the Frankfurt School. Throughout the text, we use the theoretical and methodological bias of Discourse Analysis in the light of Orlandi (2012, 2017). The general objective of this research is to search for senses produced from the conceptions of critical theory in research in Mathematics Education and the Frankfurt School. As a result, the research converges to a problematization of the rationality potentially developed by the teaching of mathematics, when supported exclusively in formulas and relations, can gradually veto critical rationality.
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spelling Mathematics Education in the light of critical theory emerging from the Frankfurt School: discourses and meaningsLa Educación Matemática a la luz de la teoría crítica surgida de la Escuela de Frankfurt: discursos y significadosCurriculumEmancipationDialektik der AufklärungTeachingReanudarEmancipaciónDialektik der AufklärungEnseñandoThis research realizes a mapping of the Theses and Dissertations present in the catalog of Theses and Dissertations of CAPES and the Brazilian Library of Theses and Dissertations, proposing a quantitative and qualitative analysis. Next, we use Wiggershaus (2002) as the central axis for obtaining the meanings produced by the Frankfurt School. Throughout the text, we use the theoretical and methodological bias of Discourse Analysis in the light of Orlandi (2012, 2017). The general objective of this research is to search for senses produced from the conceptions of critical theory in research in Mathematics Education and the Frankfurt School. As a result, the research converges to a problematization of the rationality potentially developed by the teaching of mathematics, when supported exclusively in formulas and relations, can gradually veto critical rationality.Esta investigación realiza un mapeo de las Tesis y Disertaciones presentes en el catálogo de Tesis y Disertaciones de CAPES y en la Biblioteca Brasileña de Tesis y Disertaciones, proponiendo un análisis cuantitativo y cualitativo. En la secuencia, utilizamos a Wiggershaus (2002) como eje central para obtener los significados producidos por la Escuela de Frankfurt. A lo largo del texto, estamos atravesados por el sesgo teórico y metodológico del Análisis del Discurso a la luz de Orlandi (2012, 2017). El objetivo general de esta investigación es buscar los sentidos producidos desde las concepciones de la teoría crítica en la investigación en Educación Matemática y la Escuela de Frankfurt. Como resultado, la investigación converge a una problematizaron de la racionalidad potencialmente desarrollada por la enseñanza de las matemáticas, que cuando se apoya exclusivamente en fórmulas y relaciones, puede ir vetando una racionalidad crítica.Editora Cruzeiro do Sul2022-12-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/437510.26843/rencima.v13n6a13Revista de Ensino de Ciências e Matemática; v. 13 n. 6 (2022): dec.; 1-242179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSengporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/4375/1878https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4375/1879https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessMartini, Lucas Godoy, Elenilton Vieira2022-12-05T00:23:18Zoai:ojs.pkp.sfu.ca:article/4375Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2022-12-05T00:23:18Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Mathematics Education in the light of critical theory emerging from the Frankfurt School: discourses and meanings
La Educación Matemática a la luz de la teoría crítica surgida de la Escuela de Frankfurt: discursos y significados
title Mathematics Education in the light of critical theory emerging from the Frankfurt School: discourses and meanings
spellingShingle Mathematics Education in the light of critical theory emerging from the Frankfurt School: discourses and meanings
Martini, Lucas
Curriculum
Emancipation
Dialektik der Aufklärung
Teaching
Reanudar
Emancipación
Dialektik der Aufklärung
Enseñando
title_short Mathematics Education in the light of critical theory emerging from the Frankfurt School: discourses and meanings
title_full Mathematics Education in the light of critical theory emerging from the Frankfurt School: discourses and meanings
title_fullStr Mathematics Education in the light of critical theory emerging from the Frankfurt School: discourses and meanings
title_full_unstemmed Mathematics Education in the light of critical theory emerging from the Frankfurt School: discourses and meanings
title_sort Mathematics Education in the light of critical theory emerging from the Frankfurt School: discourses and meanings
author Martini, Lucas
author_facet Martini, Lucas
Godoy, Elenilton Vieira
author_role author
author2 Godoy, Elenilton Vieira
author2_role author
dc.contributor.author.fl_str_mv Martini, Lucas
Godoy, Elenilton Vieira
dc.subject.por.fl_str_mv Curriculum
Emancipation
Dialektik der Aufklärung
Teaching
Reanudar
Emancipación
Dialektik der Aufklärung
Enseñando
topic Curriculum
Emancipation
Dialektik der Aufklärung
Teaching
Reanudar
Emancipación
Dialektik der Aufklärung
Enseñando
description This research realizes a mapping of the Theses and Dissertations present in the catalog of Theses and Dissertations of CAPES and the Brazilian Library of Theses and Dissertations, proposing a quantitative and qualitative analysis. Next, we use Wiggershaus (2002) as the central axis for obtaining the meanings produced by the Frankfurt School. Throughout the text, we use the theoretical and methodological bias of Discourse Analysis in the light of Orlandi (2012, 2017). The general objective of this research is to search for senses produced from the conceptions of critical theory in research in Mathematics Education and the Frankfurt School. As a result, the research converges to a problematization of the rationality potentially developed by the teaching of mathematics, when supported exclusively in formulas and relations, can gradually veto critical rationality.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-04
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://revistapos.cruzeirodosul.edu.br/rencima/article/view/4375
10.26843/rencima.v13n6a13
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4375
identifier_str_mv 10.26843/rencima.v13n6a13
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4375/1878
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4375/1879
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 13 n. 6 (2022): dec.; 1-24
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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