Mobilization for knowledge by students of popular origin: narratives of mathematics teachers

• Autor(a) principal: Nair de Souza, Josivânia
• Data de Publicação: 2023
• Outros Autores: Xypas, Constantin
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Devir Educação
• Texto Completo: https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/566
• topic: Relação ao saber; Aprendizagem significativa; Resiliência; Narrativas autorreflexivas actanciais.

In this research, we aimed particularly in analyzing how mathematicians from humble origins describe their parents and teachers’ contributions in their mobilization for mathematical knowledge, through the relations of meaning and value attributed to the School and/or to School knowledge.  The methodology used was the actantial self-reflexive narrative which was inspired in the studies of the semiotician Greimas, being then adapted by Xypas starting from the theorizing of the Improbable Success Sociology. Socorro and Inês’ narratives reveal that parents have an important contribution in their kids’ mobilization for knowledge, because they can, a priori, attribute the meaning and the value to School or to School knowledge, but that support ends when the student faces more specific content of the taught subjects, i.e. algebra. In those cases, the necessary meaning and value to ignite the desire and the mobilization for specific mathematic knowledge consequently, should be brought to attention by the teachers themselves through a significant learning as in Ausubel’s sense. This Other (parents, teachers) that helps and points the value and meaning of Knowledge is dubbed Resilience Tutor as in Boris Cyrulnik’s sense and has a cardinal role in the success of humble origin students.