The constitution of a new knowledge in Mathematics Education: narratives as a way of theoretical and methodological rupture in training and research

Detalhes bibliográficos
Autor(a) principal: Silva, Marinéia Santos
Data de Publicação: 2021
Outros Autores: Silva, Heloisa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3103
Resumo: This text is resulted of a doctoral research (SILVA, 2020) whose main objective was to problematize the different discourses and ways of operating with the narratives in Mathematics Education. Such problematizations started from eight narratives by researchers, leaders of research groups in Brazil, who use the term “narratives” in their perspectives of study and research in Mathematics Education. Oral History was conceived during the research movements as a powerful qualitative research methodology to analyze and problematize the subjectivity processes of each collaborator and how each one attributes meanings to their practices and worldviews. The results point to a multiplicity of ways of operating the narratives and, in particular in this text, the narratives are problematized as a way of theoretical and methodological rupture in education and research. In this article, we discuss how this knowledge of narratives became the object of study in Mathematical Education, based on the experiences of some mathematical educators who work with this knowledge in the area. The discussions are supported by aspects of Michel Foucault's archaeological and genealogical methods.
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spelling The constitution of a new knowledge in Mathematics Education: narratives as a way of theoretical and methodological rupture in training and researchLa constitución de un nuevo conocimiento en Educación Matemática: las narrativas como forma de ruptura teórica y metodológica en la formación e investigaciónA constituição de um novo saber na Educação Matemática: as narrativas como um modo de ruptura teórica e metodológica na formação e pesquisaHistória da Educação MatemáticaFormação de ProfessoresGrupos de PesquisaHistória OralGenealogiaHistory of Mathematics EducationTeacher TrainingResearch GroupsOral HistoryGenealogyHistoria de la Educación MatemáticaFormación de ProfesoresGrupos de InvestigaciónHistoria OralGenealogíaThis text is resulted of a doctoral research (SILVA, 2020) whose main objective was to problematize the different discourses and ways of operating with the narratives in Mathematics Education. Such problematizations started from eight narratives by researchers, leaders of research groups in Brazil, who use the term “narratives” in their perspectives of study and research in Mathematics Education. Oral History was conceived during the research movements as a powerful qualitative research methodology to analyze and problematize the subjectivity processes of each collaborator and how each one attributes meanings to their practices and worldviews. The results point to a multiplicity of ways of operating the narratives and, in particular in this text, the narratives are problematized as a way of theoretical and methodological rupture in education and research. In this article, we discuss how this knowledge of narratives became the object of study in Mathematical Education, based on the experiences of some mathematical educators who work with this knowledge in the area. The discussions are supported by aspects of Michel Foucault's archaeological and genealogical methods.Este texto es el resultado de una investigación de doctorado (SILVA, 2020) que tuvo como principal objetivo problematizar los diferentes discursos y formas de operar con las narrativas en la Educación Matemática. Tales problematizaciones provienen de ocho narrativas de investigadores, líderes de grupos de investigación en Brasil, que utilizan el término “narrativas” en sus perspectivas de estudio e investigación en Educación Matemática. La Historia Oral fue diseñada durante los movimientos de la investigación como metodología cualitativa eficaz para abarcar y problematizar los procesos de subjetivación de cada colaborador y cómo cada uno atribuye significados a sus prácticas y visiones de mundo. En general, los resultados de la tesis señalan a una multiplicidad de formas de operar las narrativas y, en particular en este texto, las narrativas se problematizan como una forma de ruptura teórica y metodológica en la formación e investigación. En este artículo presentamos y discutimos cómo este conocimiento de las narrativas se convirtió en objeto de estudio en Educación Matemática, a partir de las experiencias de algunos educadores matemáticos que discuten este conocimiento en el área. La estructura de las discusiones se apoya en aspectos de los métodos arqueológico y genealógico de Michel Foucault.Este texto é fruto de uma pesquisa de doutorado (SILVA, 2020) que teve como principal objetivo problematizar os diferentes discursos e modos de operar com as narrativas na Educação Matemática. Tais problematizações partiram de oito narrativas de pesquisadores, líderes de grupos de pesquisa no Brasil, que utilizam o termo “narrativas” em suas perspectivas de estudo e pesquisas na Educação Matemática. A História Oral foi arquitetada durante os movimentos da investigação como metodologia de pesquisa qualitativa potente para abarcar e problematizar os processos de subjetivação de cada colaborador e como cada um atribui significados às suas práticas e visões de mundo. De um modo geral, os resultados da tese acenam para uma multiplicidade de modos de operar as narrativas e, em particular neste texto, as narrativas são problematizadas como um modo de ruptura teórica e metodológica na formação e pesquisa. Neste artigo, apresentamos e discutimos como esse saber das narrativas passou a ser objeto de estudo na Educação Matemática, a partir das vivências de alguns educadores matemáticos que tematizam esse saber na área. A tessitura de discussões está apoiada em aspectos dos métodos arqueológico e genealógico de Michel Foucault.Editora Cruzeiro do Sul2021-08-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/310310.26843/rencima.v12n5a02Revista de Ensino de Ciências e Matemática; v. 12 n. 5 (2021): ago.; 1-242179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3103/1590https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessSilva, Marinéia SantosSilva, Heloisa2023-04-21T22:42:33Zoai:ojs.pkp.sfu.ca:article/3103Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T22:42:33Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv The constitution of a new knowledge in Mathematics Education: narratives as a way of theoretical and methodological rupture in training and research
La constitución de un nuevo conocimiento en Educación Matemática: las narrativas como forma de ruptura teórica y metodológica en la formación e investigación
A constituição de um novo saber na Educação Matemática: as narrativas como um modo de ruptura teórica e metodológica na formação e pesquisa
title The constitution of a new knowledge in Mathematics Education: narratives as a way of theoretical and methodological rupture in training and research
spellingShingle The constitution of a new knowledge in Mathematics Education: narratives as a way of theoretical and methodological rupture in training and research
Silva, Marinéia Santos
História da Educação Matemática
Formação de Professores
Grupos de Pesquisa
História Oral
Genealogia
History of Mathematics Education
Teacher Training
Research Groups
Oral History
Genealogy
Historia de la Educación Matemática
Formación de Profesores
Grupos de Investigación
Historia Oral
Genealogía
title_short The constitution of a new knowledge in Mathematics Education: narratives as a way of theoretical and methodological rupture in training and research
title_full The constitution of a new knowledge in Mathematics Education: narratives as a way of theoretical and methodological rupture in training and research
title_fullStr The constitution of a new knowledge in Mathematics Education: narratives as a way of theoretical and methodological rupture in training and research
title_full_unstemmed The constitution of a new knowledge in Mathematics Education: narratives as a way of theoretical and methodological rupture in training and research
title_sort The constitution of a new knowledge in Mathematics Education: narratives as a way of theoretical and methodological rupture in training and research
author Silva, Marinéia Santos
author_facet Silva, Marinéia Santos
Silva, Heloisa
author_role author
author2 Silva, Heloisa
author2_role author
dc.contributor.author.fl_str_mv Silva, Marinéia Santos
Silva, Heloisa
dc.subject.por.fl_str_mv História da Educação Matemática
Formação de Professores
Grupos de Pesquisa
História Oral
Genealogia
History of Mathematics Education
Teacher Training
Research Groups
Oral History
Genealogy
Historia de la Educación Matemática
Formación de Profesores
Grupos de Investigación
Historia Oral
Genealogía
topic História da Educação Matemática
Formação de Professores
Grupos de Pesquisa
História Oral
Genealogia
History of Mathematics Education
Teacher Training
Research Groups
Oral History
Genealogy
Historia de la Educación Matemática
Formación de Profesores
Grupos de Investigación
Historia Oral
Genealogía
description This text is resulted of a doctoral research (SILVA, 2020) whose main objective was to problematize the different discourses and ways of operating with the narratives in Mathematics Education. Such problematizations started from eight narratives by researchers, leaders of research groups in Brazil, who use the term “narratives” in their perspectives of study and research in Mathematics Education. Oral History was conceived during the research movements as a powerful qualitative research methodology to analyze and problematize the subjectivity processes of each collaborator and how each one attributes meanings to their practices and worldviews. The results point to a multiplicity of ways of operating the narratives and, in particular in this text, the narratives are problematized as a way of theoretical and methodological rupture in education and research. In this article, we discuss how this knowledge of narratives became the object of study in Mathematical Education, based on the experiences of some mathematical educators who work with this knowledge in the area. The discussions are supported by aspects of Michel Foucault's archaeological and genealogical methods.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-24
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/3103
10.26843/rencima.v12n5a02
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3103
identifier_str_mv 10.26843/rencima.v12n5a02
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3103/1590
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
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. 12 n. 5 (2021): ago.; 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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