Strategic Device, resistance and power relations: an essay on the identity of the Mathematical Education Center (CEM in the Brazilian abbreviation) and its role in the Brazilian Mathematical Education

Detalhes bibliográficos
Autor(a) principal: da Silva, Heloisa
Data de Publicação: 2012
Outros Autores: Marafioti Garnica, Antonio Vicente
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/3451
Resumo: This paper presents some results of the investigation on the Mathematical Education Centre (CEM), a group of mathematics teachers’ educators in São Paulo, Brazil, acting mainly between 1984 and 1997. The essay, marked by an effort to constitute the identity of the CEM based on Foucault, assumes that the identity constitution process is not about what CEM is or was, but mainly about a set of possibilities of apprehending it from its historically contextualized strategies and initiatives. In this Foucauldian reading, which brings about concepts such as “strategic device”, “resistance” and “power relations”, the CEM constitution appears while it creates conditions for the constitution of Brazilian modern mathematical education.   Keywords: Mathematical Instruction. Identities. Foucauldian reading.
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spelling Strategic Device, resistance and power relations: an essay on the identity of the Mathematical Education Center (CEM in the Brazilian abbreviation) and its role in the Brazilian Mathematical EducationDispositivo estratégico, resistência e relações de poder: um ensaio sobre a identidade do Centro de Educação Matemática (CEM) e seu papel na (E)educação (M)matemática brasileiraThis paper presents some results of the investigation on the Mathematical Education Centre (CEM), a group of mathematics teachers’ educators in São Paulo, Brazil, acting mainly between 1984 and 1997. The essay, marked by an effort to constitute the identity of the CEM based on Foucault, assumes that the identity constitution process is not about what CEM is or was, but mainly about a set of possibilities of apprehending it from its historically contextualized strategies and initiatives. In this Foucauldian reading, which brings about concepts such as “strategic device”, “resistance” and “power relations”, the CEM constitution appears while it creates conditions for the constitution of Brazilian modern mathematical education.   Keywords: Mathematical Instruction. Identities. Foucauldian reading.Este artigo apresenta alguns resultados da investigação realizada sobre o Centro de Educação Matemática (CEM), um grupo de educadores matemáticos da cidade de São Paulo atuante principalmente entre os anos de 1984 e 1997. No ensaio, marcado por um exercício de constituir a identidade do CEM a partir de uma leitura foucaultiana, assume-se que o processo de constituição de identidades não se refere ao que o CEM é ou foi, mas a um conjunto de possibilidades de apreendê-lo a partir de estratégias e iniciativas historicamente contextualizadas. Nessa leitura foucaultiana, que traz à cena conceitos como “dispositivo estratégico”, “resistências” e “relações de poder”, o CEM é visto como constituindo-se ao criar condições para a constituição da moderna Educação Matemática brasileira.   Palavras-chave: Educação Matemática. Identidades. Leitura Foucaultiana.Universidade Estadual de Ponta Grossa2012-12-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/345110.5212/PraxEduc.v.7i2.0006Práxis Educativa; Vol. 7 No. 2 (2012): Dossiê: Educação Matemática; 421-443Práxis Educativa; Vol. 7 Núm. 2 (2012): Dossiê: Educação Matemática; 421-443Práxis Educativa; V. 7 N. 2 (2012): Dossiê: Educação Matemática; 421-443Práxis Educativa; v. 7 n. 2 (2012): Dossiê: Educação Matemática; 421-4431809-43091809-403110.5212/PraxEduc.v.7i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/3451/3216da Silva, HeloisaMarafioti Garnica, Antonio Vicenteinfo:eu-repo/semantics/openAccess2020-04-03T18:06:42Zoai:uepg.br:article/3451Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-03T18:06:42Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Strategic Device, resistance and power relations: an essay on the identity of the Mathematical Education Center (CEM in the Brazilian abbreviation) and its role in the Brazilian Mathematical Education
Dispositivo estratégico, resistência e relações de poder: um ensaio sobre a identidade do Centro de Educação Matemática (CEM) e seu papel na (E)educação (M)matemática brasileira
title Strategic Device, resistance and power relations: an essay on the identity of the Mathematical Education Center (CEM in the Brazilian abbreviation) and its role in the Brazilian Mathematical Education
spellingShingle Strategic Device, resistance and power relations: an essay on the identity of the Mathematical Education Center (CEM in the Brazilian abbreviation) and its role in the Brazilian Mathematical Education
da Silva, Heloisa
title_short Strategic Device, resistance and power relations: an essay on the identity of the Mathematical Education Center (CEM in the Brazilian abbreviation) and its role in the Brazilian Mathematical Education
title_full Strategic Device, resistance and power relations: an essay on the identity of the Mathematical Education Center (CEM in the Brazilian abbreviation) and its role in the Brazilian Mathematical Education
title_fullStr Strategic Device, resistance and power relations: an essay on the identity of the Mathematical Education Center (CEM in the Brazilian abbreviation) and its role in the Brazilian Mathematical Education
title_full_unstemmed Strategic Device, resistance and power relations: an essay on the identity of the Mathematical Education Center (CEM in the Brazilian abbreviation) and its role in the Brazilian Mathematical Education
title_sort Strategic Device, resistance and power relations: an essay on the identity of the Mathematical Education Center (CEM in the Brazilian abbreviation) and its role in the Brazilian Mathematical Education
author da Silva, Heloisa
author_facet da Silva, Heloisa
Marafioti Garnica, Antonio Vicente
author_role author
author2 Marafioti Garnica, Antonio Vicente
author2_role author
dc.contributor.author.fl_str_mv da Silva, Heloisa
Marafioti Garnica, Antonio Vicente
description This paper presents some results of the investigation on the Mathematical Education Centre (CEM), a group of mathematics teachers’ educators in São Paulo, Brazil, acting mainly between 1984 and 1997. The essay, marked by an effort to constitute the identity of the CEM based on Foucault, assumes that the identity constitution process is not about what CEM is or was, but mainly about a set of possibilities of apprehending it from its historically contextualized strategies and initiatives. In this Foucauldian reading, which brings about concepts such as “strategic device”, “resistance” and “power relations”, the CEM constitution appears while it creates conditions for the constitution of Brazilian modern mathematical education.   Keywords: Mathematical Instruction. Identities. Foucauldian reading.
publishDate 2012
dc.date.none.fl_str_mv 2012-12-04
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/3451
10.5212/PraxEduc.v.7i2.0006
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/3451
identifier_str_mv 10.5212/PraxEduc.v.7i2.0006
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/3451/3216
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 7 No. 2 (2012): Dossiê: Educação Matemática; 421-443
Práxis Educativa; Vol. 7 Núm. 2 (2012): Dossiê: Educação Matemática; 421-443
Práxis Educativa; V. 7 N. 2 (2012): Dossiê: Educação Matemática; 421-443
Práxis Educativa; v. 7 n. 2 (2012): Dossiê: Educação Matemática; 421-443
1809-4309
1809-4031
10.5212/PraxEduc.v.7i2
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
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instname_str Universidade Estadual de Ponta Grossa (UEPG)
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reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
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