Mobilization for knowledge by students of popular origin: narratives of mathematics teachers
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Devir Educação |
Texto Completo: | https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/566 |
Resumo: | 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. |
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Mobilization for knowledge by students of popular origin: narratives of mathematics teachersMovilización por el saber de estudiantes de origen popular: narrativas de profesores de matemáticasMobilização pelo saber de alunos de origem popular: narrativas de docentes de matemática sobre as contribuições de seus pais e professoresRelação 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. En la presente investigación, el objetivo fue, en particular, analizar cómo los matemáticos de origen popular describen la contribución de sus padres y profesores en su movilización por el conocimiento matemático, a través de las relaciones de significado y valor atribuidas a la escuela y/o al saber escolar. La metodología utilizada es la de narrativas autorreflexivas actanciales que se inspiran en los estudios del semiótico Greimas y que fue adaptada por Xypas de la teorización de la Sociología del Éxito Improbable. Las narrativas de Socorro e Inês revelan que los padres tienen un aporte importante en la movilización de los saberes de sus hijos, ya que pueden, a priori, atribuir sentido y valor a la escuela o al saber escolar, pero este apoyo cesa cuando el alumno se enfrenta a contenidos más específicos de los conocimientos enseñados, como el algebraico, por ejemplo. En este caso, el significado y el valor necesarios para desencadenar el deseo y consecuentemente la movilización por el conocimiento matemático específico, deben ser señalados por los propios docentes, a través de un aprendizaje significativo en el sentido de Ausubel. Este otro (padres, docentes), que ayuda y señala el valor y el significado del conocimiento, también es designado como Tutor de Resiliencia en el sentido de Boris Cyrulnilk y juega un papel fundamental en el éxito de los estudiantes de origen popular.Na presente pesquisa, objetivou-se de modo particular, analisar como matemáticos de origem popular descrevem a contribuição de seus pais e professores na sua mobilização pelo saber matemático, através das relações de sentido e de valor atribuídos a escola e/ou ao Saber escolar. A metodologia utilizada é a das narrativas autorreflexivas actanciais que tem inspiração nos estudos do Semioticista Greimas e que foi adaptada por Xypas a partir da teorização da Sociologia do êxito Improvável. As narrativas de Socorro e Inês, revelam que os pais têm uma contribuição importante na mobilização pelo saber de seus filhos, pois podem, a priori, atribuir sentido e valor a escola ou ao saber escolar, mas esse apoio cessa quando o aluno se depara com conteúdos mais específicos dos saberes ensinados, como os algébricos, por exemplo. Nesse caso, o sentido e o valor necessários para desencadear o desejo e consequentemente a mobilização pelo saber matemático específico, devem ser apontados pelos próprios professores, através de uma aprendizagem significativa no sentido de Ausubel. Esse outro (pais, professores), que ajuda e que aponta o valor e o sentido do saber, é ainda apontado como Tutor de Resiliência no sentido de Boris Cyrulnilk e possui um papel fundamental no êxito de alunos de origem popular.EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS2023-01-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/56610.30905/rde.v7i1.566Devir Educação; Bd. 7 Nr. 1 (2023): DEVIR EDUCAÇÃO; e-566Devir Educação; Vol. 7 No. 1 (2023): DEVIR EDUCAÇÃO; e-566Devir Educação; Vol. 7 Núm. 1 (2023): DEVIR EDUCAÇÃO; e-566Devir Educação; v. 7 n. 1 (2023): DEVIR EDUCAÇÃO; e-5662526-849X10.30905/rde.v7i1reponame:Devir Educaçãoinstname:Universidade Federal de Lavras (UFLA)instacron:UFLAporhttps://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/566/443Copyright (c) 2023 Devir Educaçãohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNair de Souza, JosivâniaXypas, Constantin 2023-12-31T13:51:57Zoai:devireducacao.ded.ufla.br:article/566Revistahttp://devireducacao.ded.ufla.br/index.php/DEVIRPUBhttp://devireducacao.ded.ufla.br/index.php/DEVIR/oaidalvalobo48@gmail.com|| betlinsk49@gmail.com||2526-849X2526-849Xopendoar:2023-12-31T13:51:57Devir Educação - Universidade Federal de Lavras (UFLA)false |
dc.title.none.fl_str_mv |
Mobilization for knowledge by students of popular origin: narratives of mathematics teachers Movilización por el saber de estudiantes de origen popular: narrativas de profesores de matemáticas Mobilização pelo saber de alunos de origem popular: narrativas de docentes de matemática sobre as contribuições de seus pais e professores |
title |
Mobilization for knowledge by students of popular origin: narratives of mathematics teachers |
spellingShingle |
Mobilization for knowledge by students of popular origin: narratives of mathematics teachers Nair de Souza, Josivânia Relação ao saber; Aprendizagem significativa; Resiliência; Narrativas autorreflexivas actanciais. |
title_short |
Mobilization for knowledge by students of popular origin: narratives of mathematics teachers |
title_full |
Mobilization for knowledge by students of popular origin: narratives of mathematics teachers |
title_fullStr |
Mobilization for knowledge by students of popular origin: narratives of mathematics teachers |
title_full_unstemmed |
Mobilization for knowledge by students of popular origin: narratives of mathematics teachers |
title_sort |
Mobilization for knowledge by students of popular origin: narratives of mathematics teachers |
author |
Nair de Souza, Josivânia |
author_facet |
Nair de Souza, Josivânia Xypas, Constantin |
author_role |
author |
author2 |
Xypas, Constantin |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Nair de Souza, Josivânia Xypas, Constantin |
dc.subject.por.fl_str_mv |
Relação ao saber; Aprendizagem significativa; Resiliência; Narrativas autorreflexivas actanciais. |
topic |
Relação ao saber; Aprendizagem significativa; Resiliência; Narrativas autorreflexivas actanciais. |
description |
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. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-01-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/566 10.30905/rde.v7i1.566 |
url |
https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/566 |
identifier_str_mv |
10.30905/rde.v7i1.566 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/566/443 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Devir Educação http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Devir Educação http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS |
publisher.none.fl_str_mv |
EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS |
dc.source.none.fl_str_mv |
Devir Educação; Bd. 7 Nr. 1 (2023): DEVIR EDUCAÇÃO; e-566 Devir Educação; Vol. 7 No. 1 (2023): DEVIR EDUCAÇÃO; e-566 Devir Educação; Vol. 7 Núm. 1 (2023): DEVIR EDUCAÇÃO; e-566 Devir Educação; v. 7 n. 1 (2023): DEVIR EDUCAÇÃO; e-566 2526-849X 10.30905/rde.v7i1 reponame:Devir Educação instname:Universidade Federal de Lavras (UFLA) instacron:UFLA |
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Universidade Federal de Lavras (UFLA) |
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UFLA |
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UFLA |
reponame_str |
Devir Educação |
collection |
Devir Educação |
repository.name.fl_str_mv |
Devir Educação - Universidade Federal de Lavras (UFLA) |
repository.mail.fl_str_mv |
dalvalobo48@gmail.com|| betlinsk49@gmail.com|| |
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1797053375249907712 |