In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exercise

Detalhes bibliográficos
Autor(a) principal: Gomes, Danilo Olimpio
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n3p33
Resumo: The objective of this paper is to provide the reader a meeting with a fictional situation composed in the shape of intermezzo, that is, improvised interval between two musical pieces. Through a cut-off in an unfolding of the so-called Russell's paradox, the intention is to get the reader to dismantle himself between the lines of this crooked and dissonant musical piece, in order to compose with it his/her own interpretations about the mathematics teacher training math, as well as all the ramifications that this theme can unfold. A meeting with fingers, trying to capture notes at the infinite speed of an ever-unfinished work. A dip in tangled lines, vibrating notes, wish-seekers, always lurking for escape lines.
id UFSC-23_e9f2d8341755dc3446d3018cf7a971ee
oai_identifier_str oai:periodicos.ufsc.br:article/53061
network_acronym_str UFSC-23
network_name_str Alexandria (Florianópolis)
repository_id_str
spelling In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exerciseNas dobras de práticas de licenciatura em matemática: um exercício narrativo antropofágico de rigorThe objective of this paper is to provide the reader a meeting with a fictional situation composed in the shape of intermezzo, that is, improvised interval between two musical pieces. Through a cut-off in an unfolding of the so-called Russell's paradox, the intention is to get the reader to dismantle himself between the lines of this crooked and dissonant musical piece, in order to compose with it his/her own interpretations about the mathematics teacher training math, as well as all the ramifications that this theme can unfold. A meeting with fingers, trying to capture notes at the infinite speed of an ever-unfinished work. A dip in tangled lines, vibrating notes, wish-seekers, always lurking for escape lines.O objetivo deste artigo é proporcionar ao leitor um encontro com uma situação ficcional composta em forma de intermezzo, ou seja, de intervalo improvisado entre dois atos de uma peça musical. Por meio de um corte-devir num desdobramento do chamado paradoxo de Russell, a intenção é levar o leitor a desmontar-se junto às entrelinhas dessa peça musical torta e dissonante, de forma a compor junto a ela suas próprias interpretações acerca da formação do professor de matemática, bem como de todas as ramificações que desse tema podem desabrochar. Um encontro com dedos, tentando capturar notas na velocidade infinita de uma obra sempre inacabada. Um mergulho em linhas emaranhadas, notas vibráteis, agenciadoras de desejos, sempre à espreita de linhas de fuga. Universidade Federal de Santa Catarina2018-12-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n3p3310.5007/1982-5153.2018v11n3p33Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 3 (2018): Edição Especial; 33-541982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n3p33/38060Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessGomes, Danilo Olimpio2018-12-12T13:14:38Zoai:periodicos.ufsc.br:article/53061Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2018-12-12T13:14:38Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exercise
Nas dobras de práticas de licenciatura em matemática: um exercício narrativo antropofágico de rigor
title In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exercise
spellingShingle In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exercise
Gomes, Danilo Olimpio
title_short In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exercise
title_full In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exercise
title_fullStr In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exercise
title_full_unstemmed In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exercise
title_sort In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exercise
author Gomes, Danilo Olimpio
author_facet Gomes, Danilo Olimpio
author_role author
dc.contributor.author.fl_str_mv Gomes, Danilo Olimpio
description The objective of this paper is to provide the reader a meeting with a fictional situation composed in the shape of intermezzo, that is, improvised interval between two musical pieces. Through a cut-off in an unfolding of the so-called Russell's paradox, the intention is to get the reader to dismantle himself between the lines of this crooked and dissonant musical piece, in order to compose with it his/her own interpretations about the mathematics teacher training math, as well as all the ramifications that this theme can unfold. A meeting with fingers, trying to capture notes at the infinite speed of an ever-unfinished work. A dip in tangled lines, vibrating notes, wish-seekers, always lurking for escape lines.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-12
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.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n3p33
10.5007/1982-5153.2018v11n3p33
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n3p33
identifier_str_mv 10.5007/1982-5153.2018v11n3p33
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n3p33/38060
dc.rights.driver.fl_str_mv Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 3 (2018): Edição Especial; 33-54
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
_version_ 1808843264477888512

Registros relacionados