Contextualization and valorization in Wittgenstein: discussions on the relation between mathematics education and rural education

Detalhes bibliográficos
Autor(a) principal: Teixeira junior, Valdomiro Pinheiro
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/37801
Resumo:  This article discusses contextualization and valuation when it comes to the relationship between mathematics education and rural education. From a bibliographical point of view, this article is the result of the initial phase of a research project that has been carried out since 2015 at the Universidade Federal do Sul e Sudeste do Pará (UNIFESSPA). The goal is to understand the relationships between mathematics education and rural education by authors who discuss this in Brazilian research. The research shows that in the rural education the contextualization and the valorization of local knowledge stand out. In this sense, I identify the presence of a new line of research that interweaves ethnomathematics with poststructuralist and Wittgensteinian studies that, in addition to seeking to bring the rural context into the classroom, further evidence the ways of rural life. From this, I present different theoretical perspectives that the philosophy of Wittgenstein can offer for the research and teaching of mathematics in rural contexts and send propositions of analyzes and pedagogical practices destined to the area of mathematics in the courses of rural education and for the basic education in this context. 
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spelling Contextualization and valorization in Wittgenstein: discussions on the relation between mathematics education and rural educationContextualización y valorización en Wittgenstein: discusiones en la relación entre educación matemática y educación del campoContextualização e valorização em Wittgenstein: discussões na relação entre educação matemática e educação do campoethnomathematicspost-structuralismteachinglanguage.etnomatemáticapostestructuralismoenseñanzalenguaje.etnomatemáticapós-estruturalismoensinolinguagem. This article discusses contextualization and valuation when it comes to the relationship between mathematics education and rural education. From a bibliographical point of view, this article is the result of the initial phase of a research project that has been carried out since 2015 at the Universidade Federal do Sul e Sudeste do Pará (UNIFESSPA). The goal is to understand the relationships between mathematics education and rural education by authors who discuss this in Brazilian research. The research shows that in the rural education the contextualization and the valorization of local knowledge stand out. In this sense, I identify the presence of a new line of research that interweaves ethnomathematics with poststructuralist and Wittgensteinian studies that, in addition to seeking to bring the rural context into the classroom, further evidence the ways of rural life. From this, I present different theoretical perspectives that the philosophy of Wittgenstein can offer for the research and teaching of mathematics in rural contexts and send propositions of analyzes and pedagogical practices destined to the area of mathematics in the courses of rural education and for the basic education in this context.  Este artículo discute la contextualización y valorización cuando se trata de la relación entre educación matemática y educación del campo. El presente artículo es el resultado de la fase inicial de un proyecto de investigación que viene siendo realizado desde 2015 en la Universidade federal do Sul e Sudeste do Pará (UNIFESSPA). El objetivo es comprender las relaciones hechas entre educación matemática y educación del campo por autores que discuten sobre ello en investigaciones brasileñas. La investigación muestra que en la educación del campo se destacan la contextualización y la valorización de saberes locales. En este sentido, identifica la presencia de una nueva línea de investigación que entrelaza la etnomatemática con estudios post-estructuralistas y Wittgensteinianos que, además de buscar traer el contexto del campo al aula, evidencia más aún las formas de vida del campo. A partir de esto, presento diferentes perspectivas teóricas que la filosofía de Wittgenstein puede ofrecer para la investigación y la enseñanza de matemáticas en contextos del campo y encamina proposiciones de análisis y prácticas pedagógicas destinadas al área de las matemáticas en los cursos de educación del campo y para la educación básica en este contexto.  Este artigo discute a contextualização e valorização quando se trata da relação entre educação matemática e educação do campo. De cunho bibliográfico, o presente artigo é resultado da fase inicial de um projeto de pesquisa que está sendo realizado desde 2015 na Universidade Federal do Sul e Sudeste do Pará (UNIFESSPA). O objetivo é compreender as relações feitas entre educação matemática e educação do campo por autores que discutem sobre isso em pesquisas brasileiras. A pesquisa mostra que na educação do campo se destacam a contextualização e a valorização de saberes locais. Neste sentido, identifico a presença de uma nova linha de pesquisa que entrelaça a etnomatemática com estudos pós-estruturalistas e Wittgensteinianos que, além de buscar trazer o contexto do campo para a sala de aula, evidencia mais ainda as formas de vida do campo. A partir disto, apresento diferentes perspectivas teóricas que a filosofia de Wittgenstein pode oferecer para a pesquisa e o ensino de matemática em contextos do campo e encaminho proposições de análises e práticas pedagógicas destinadas à área da matemática nos cursos de educação do campo e para a educação básica neste contexto. Universidade Estadual de Maringá2018-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/3780110.4025/actascieduc.v40i3.37801Acta Scientiarum. Education; Vol 40 No 3 (2018); e37801Acta Scientiarum. Education; v. 40 n. 3 (2018); e378012178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/37801/751375137827https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/37801/751375137989Copyright (c) 2018 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTeixeira junior, Valdomiro Pinheiro2022-02-17T22:09:34Zoai:periodicos.uem.br/ojs:article/37801Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-17T22:09:34Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Contextualization and valorization in Wittgenstein: discussions on the relation between mathematics education and rural education
Contextualización y valorización en Wittgenstein: discusiones en la relación entre educación matemática y educación del campo
Contextualização e valorização em Wittgenstein: discussões na relação entre educação matemática e educação do campo
title Contextualization and valorization in Wittgenstein: discussions on the relation between mathematics education and rural education
spellingShingle Contextualization and valorization in Wittgenstein: discussions on the relation between mathematics education and rural education
Teixeira junior, Valdomiro Pinheiro
ethnomathematics
post-structuralism
teaching
language.
etnomatemática
postestructuralismo
enseñanza
lenguaje.
etnomatemática
pós-estruturalismo
ensino
linguagem.
title_short Contextualization and valorization in Wittgenstein: discussions on the relation between mathematics education and rural education
title_full Contextualization and valorization in Wittgenstein: discussions on the relation between mathematics education and rural education
title_fullStr Contextualization and valorization in Wittgenstein: discussions on the relation between mathematics education and rural education
title_full_unstemmed Contextualization and valorization in Wittgenstein: discussions on the relation between mathematics education and rural education
title_sort Contextualization and valorization in Wittgenstein: discussions on the relation between mathematics education and rural education
author Teixeira junior, Valdomiro Pinheiro
author_facet Teixeira junior, Valdomiro Pinheiro
author_role author
dc.contributor.author.fl_str_mv Teixeira junior, Valdomiro Pinheiro
dc.subject.por.fl_str_mv ethnomathematics
post-structuralism
teaching
language.
etnomatemática
postestructuralismo
enseñanza
lenguaje.
etnomatemática
pós-estruturalismo
ensino
linguagem.
topic ethnomathematics
post-structuralism
teaching
language.
etnomatemática
postestructuralismo
enseñanza
lenguaje.
etnomatemática
pós-estruturalismo
ensino
linguagem.
description  This article discusses contextualization and valuation when it comes to the relationship between mathematics education and rural education. From a bibliographical point of view, this article is the result of the initial phase of a research project that has been carried out since 2015 at the Universidade Federal do Sul e Sudeste do Pará (UNIFESSPA). The goal is to understand the relationships between mathematics education and rural education by authors who discuss this in Brazilian research. The research shows that in the rural education the contextualization and the valorization of local knowledge stand out. In this sense, I identify the presence of a new line of research that interweaves ethnomathematics with poststructuralist and Wittgensteinian studies that, in addition to seeking to bring the rural context into the classroom, further evidence the ways of rural life. From this, I present different theoretical perspectives that the philosophy of Wittgenstein can offer for the research and teaching of mathematics in rural contexts and send propositions of analyzes and pedagogical practices destined to the area of mathematics in the courses of rural education and for the basic education in this context. 
publishDate 2018
dc.date.none.fl_str_mv 2018-06-15
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://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/37801
10.4025/actascieduc.v40i3.37801
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/37801
identifier_str_mv 10.4025/actascieduc.v40i3.37801
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/37801/751375137827
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/37801/751375137989
dc.rights.driver.fl_str_mv Copyright (c) 2018 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 40 No 3 (2018); e37801
Acta Scientiarum. Education; v. 40 n. 3 (2018); e37801
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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