Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics

Detalhes bibliográficos
Autor(a) principal: Ferreira de Jesus, Érika Lúcia
Data de Publicação: 2018
Outros Autores: Souza, Roberto Barcelos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5099
Resumo: ABSTRACT. This article is carried out with the help of a teacher training workshop of the Education, Culture and Sport Sciences Program (SEDUCE). The program is directed to the quilombola communities that serve 1st year students of 9th grade. Primary Education and in the Education of Teenagers, Youth and Adults (EJA). The workshop made use of African games, such as: Tsoro Yematatu, Shisima and Oware. According to D'Ambrosio (1997, 1999, 2005, 2012), it is a strategy to make the slopes develop their potential and their mathematical abilities, thus understanding and transcending the other sociocultural environments. We are looking at the qualitative approach. As an instrument for the constitution of data that represent the elements that potentiate a continuous formation of Mathematics teachers, the use of a questionnaire at the end of the workshop. The evaluation of tracking metological measures to the teaching of teaching statistics which are to promote the differential and whoognects or cognitive to visine autodispersible, need-to-shear in the subject, in action to education. Keywords: Ethnomathmatics Program, Quilombolas, African Games.
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spelling Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching MathmaticsEducacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching MathmaticsFormación de profesores quilombolas y el Programa Etnomatemáticas: repensando procesos de enseñanza de las MatemáticasEducacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching MathmaticsFormação de professores quilombolas e o Programa Etnomatemática: repensando processos de ensino da MatemáticaABSTRACT. This article is carried out with the help of a teacher training workshop of the Education, Culture and Sport Sciences Program (SEDUCE). The program is directed to the quilombola communities that serve 1st year students of 9th grade. Primary Education and in the Education of Teenagers, Youth and Adults (EJA). The workshop made use of African games, such as: Tsoro Yematatu, Shisima and Oware. According to D'Ambrosio (1997, 1999, 2005, 2012), it is a strategy to make the slopes develop their potential and their mathematical abilities, thus understanding and transcending the other sociocultural environments. We are looking at the qualitative approach. As an instrument for the constitution of data that represent the elements that potentiate a continuous formation of Mathematics teachers, the use of a questionnaire at the end of the workshop. The evaluation of tracking metological measures to the teaching of teaching statistics which are to promote the differential and whoognects or cognitive to visine autodispersible, need-to-shear in the subject, in action to education. Keywords: Ethnomathmatics Program, Quilombolas, African Games.ABSTRACT. This article is carried out with the help of a teacher training workshop of the Education, Culture and Sport Sciences Program (SEDUCE). The program is directed to the quilombola communities that serve 1st year students of 9th grade. Primary Education and in the Education of Teenagers, Youth and Adults (EJA). The workshop made use of African games, such as: Tsoro Yematatu, Shisima and Oware. According to D'Ambrosio (1997, 1999, 2005, 2012), it is a strategy to make the slopes develop their potential and their mathematical abilities, thus understanding and transcending the other sociocultural environments. We are looking at the qualitative approach. As an instrument for the constitution of data that represent the elements that potentiate a continuous formation of Mathematics teachers, the use of a questionnaire at the end of the workshop. The evaluation of tracking metological measures to the teaching of teaching statistics which are to promote the differential and whoognects or cognitive to visine autodispersible, need-to-shear in the subject, in action to education. Palabras clave: Programa Etnomatemáticas, Quilombolas, Juegos Africanos.RESUMEN. Este artículo es fruto del desarrollo de un taller en el Programa Etnomatemáticas, desarrollada por medio de un taller en el Programa de Formación de Docentes de las Escuelas Quilombolas de la Secretaría de Estado de Educación, Cultura y Deporte (SEDUCE) del Estado de Goiás, destinada a las comunidades quilombolas que atienden alumnos del 1º al 9º año de la Enseñanza Fundamental y en la Educación de Adolescentes, Jóvenes y Adultos (EJA). El taller hizo uso de juegos africanos, tales como: Tsoro Yematatu, Shisima y Oware. Como sustentación teórica, tomamos como punto de partida el Programa Etnomatemáticas que de acuerdo con D'Ambrosio (1997, 1999, 2005, 2012), es una estrategia para hacer que los individuos desarrollen su potencial creativo y sus propias habilidades para, así, comprender y trascender los más diversos ambientes socioculturales. Nos ponemos en el enfoque cualitativo. Como instrumento para la constitución de datos que representaba los elementos que potenciaron la formación continuada de profesores de Matemáticas quilombolas, hicimos uso de un cuestionario aplicado al final del taller. Consideramos que, para promover el reconocimiento de acciones metodológicas para la enseñanza de las Matemáticas destinadas a combatir las diferencias, la desigualdad y la discriminación, hasta para conjeturar la verdadera equidad en las relaciones socioculturales, se necesita investir en varios frentes, por ejemplo, el educador.ABSTRACT. This article is carried out with the help of a teacher training workshop of the Education, Culture and Sport Sciences Program (SEDUCE). The program is directed to the quilombola communities that serve 1st year students of 9th grade. Primary Education and in the Education of Teenagers, Youth and Adults (EJA). The workshop made use of African games, such as: Tsoro Yematatu, Shisima and Oware. According to D'Ambrosio (1997, 1999, 2005, 2012), it is a strategy to make the slopes develop their potential and their mathematical abilities, thus understanding and transcending the other sociocultural environments. We are looking at the qualitative approach. As an instrument for the constitution of data that represent the elements that potentiate a continuous formation of Mathematics teachers, the use of a questionnaire at the end of the workshop. The evaluation of tracking metological measures to the teaching of teaching statistics which are to promote the differential and whoognects or cognitive to visine autodispersible, need-to-shear in the subject, in action to education.Este artigo é fruto do desenvolvimento de uma oficina no Programa de Formação de Docentes das Escolas Quilombolas da Secretaria de Estado de Educação, Cultura e Esporte (SEDUCE) do Estado de Goiás, o programa é direcionado às comunidades quilombolas que atendem alunos do 1º ao 9º ano do Ensino Fundamental e na Educação de Adolescentes, Jovens e Adultos (EJA). A oficina fez uso de jogos africanos, tais como: Tsoro Yematatu, Shisima e Oware. Como sustentação teórica, tomamos como ponto de partida o Programa Etnomatemática, que de acordo com D’Ambrosio (1997, 1999, 2005, 2012), é uma estratégia para fazer com que os indivíduos desenvolvam seu potencial criativo e suas próprias habilidades para, assim, compreender e transcender os mais diversos ambientes socioculturais. Pautamo-nos na abordagem qualitativa. Como instrumento para constituição de dados que representasse os elementos que potencializaram a formação continuada de professores de Matemática quilombolas, fizemos uso de um questionário aplicado ao final da oficina. Consideramos que para promover o reconhecimento de ações metodológicas para o ensino de Matemática que vise combater às diferenças, a desigualdade e a discriminação e quem sabe vislumbrar a verdadeira equidade nas relações socioculturais, precisa-se investir em várias frentes, por exemplo, na formação do educador. Palavras-chave: Programa Etnomatemática, Oficina, Jogos Africanos.   Education of quilombolas teachers and the Ethnomathematics Program: rethinking about processes of teaching Mathematics ABSTRACT. This article is carried out with the help of a teacher training workshop of the Education, Culture and Sport Sciences Program (SEDUCE). The program is directed to the quilombola communities that serve 1st year students of 9th grade. Primary Education and in the Education of Teenagers, Youth and Adults (EJA). The workshop made use of African games, such as: Tsoro Yematatu, Shisima and Oware. According to D'Ambrosio (1997, 1999, 2005, 2012), it is a strategy to make the slopes develop their potential and their mathematical abilities, thus understanding and transcending the other sociocultural environments. We are looking at the qualitative approach. As an instrument for the constitution of data that represent the elements that potentiate a continuous formation of Mathematics teachers, the use of a questionnaire at the end of the workshop. The evaluation of tracking metological measures to the teaching of teaching statistics which are to promote the differential and whoognects or cognitive to visine autodispersible, need-to-shear in the subject, in action to education. Keywords: Ethnomathematics Program, Workshop, African Games.   Formación de profesores quilombolas y el Programa Etnomatemáticas: repensando procesos de enseñanza de las Matemáticas RESUMEN. Este artículo es fruto del desarrollo de un taller en el Programa Etnomatemáticas, desarrollada por medio de un taller en el Programa de Formación de Docentes de las Escuelas Quilombolas de la Secretaría de Estado de Educación, Cultura y Deporte (SEDUCE) del Estado de Goiás, destinada a las comunidades quilombolas que atienden alumnos del 1º al 9º año de la Enseñanza Fundamental y en la Educación de Adolescentes, Jóvenes y Adultos (EJA). El taller hizo uso de juegos africanos, tales como: Tsoro Yematatu, Shisima y Oware. Como sustentación teórica, tomamos como punto de partida el Programa Etnomatemáticas que de acuerdo con D'Ambrosio (1997, 1999, 2005, 2012), es una estrategia para hacer que los individuos desarrollen su potencial creativo y sus propias habilidades para, así, comprender y trascender los más diversos ambientes socioculturales. Nos ponemos en el enfoque cualitativo. Como instrumento para la constitución de datos que representaba los elementos que potenciaron la formación continuada de profesores de Matemáticas quilombolas, hicimos uso de un cuestionario aplicado al final del taller. Consideramos que, para promover el reconocimiento de acciones metodológicas para la enseñanza de las Matemáticas destinadas a combatir las diferencias, la desigualdad y la discriminación, hasta para conjeturar la verdadera equidad en las relaciones socioculturales, se necesita investir en varios frentes, por ejemplo, el educador. Palabras clave: Programa Etnomatemáticas, Taller, Juegos Africanos.Universidade Federal do Tocantins2018-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/509910.20873/uft.2525-4863.2018v3n3p1064Brazilian Journal of Rural Education; Bd. 3 Nr. 3 (2018): Set./Dez.; 1064-1083Brazilian Journal of Rural Education; Vol. 3 No. 3 (2018): Set./Dez.; 1064-1083Revista Brasileña de Educación Rural; Vol. 3 Núm. 3 (2018): Set./Dez.; 1064-1083Brazilian Journal of Rural Education; Vol. 3 No. 3 (2018): Set./Dez.; 1064-1083Revista Brasileira de Educação do Campo; v. 3 n. 3 (2018): Set./Dez.; 1064-10832525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5099/14505https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5099/14506Copyright (c) 2018 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessFerreira de Jesus, Érika LúciaSouza, Roberto Barcelos2018-12-25T13:15:24Zoai:ojs.revista.uft.edu.br:article/5099Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2018-12-25T13:15:24Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics
Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics
Formación de profesores quilombolas y el Programa Etnomatemáticas: repensando procesos de enseñanza de las Matemáticas
Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics
Formação de professores quilombolas e o Programa Etnomatemática: repensando processos de ensino da Matemática
title Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics
spellingShingle Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics
Ferreira de Jesus, Érika Lúcia
title_short Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics
title_full Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics
title_fullStr Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics
title_full_unstemmed Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics
title_sort Educacion of quilombolas teachers and the Ethnomathmatics Program: rethinking about processes of teaching Mathmatics
author Ferreira de Jesus, Érika Lúcia
author_facet Ferreira de Jesus, Érika Lúcia
Souza, Roberto Barcelos
author_role author
author2 Souza, Roberto Barcelos
author2_role author
dc.contributor.author.fl_str_mv Ferreira de Jesus, Érika Lúcia
Souza, Roberto Barcelos
description ABSTRACT. This article is carried out with the help of a teacher training workshop of the Education, Culture and Sport Sciences Program (SEDUCE). The program is directed to the quilombola communities that serve 1st year students of 9th grade. Primary Education and in the Education of Teenagers, Youth and Adults (EJA). The workshop made use of African games, such as: Tsoro Yematatu, Shisima and Oware. According to D'Ambrosio (1997, 1999, 2005, 2012), it is a strategy to make the slopes develop their potential and their mathematical abilities, thus understanding and transcending the other sociocultural environments. We are looking at the qualitative approach. As an instrument for the constitution of data that represent the elements that potentiate a continuous formation of Mathematics teachers, the use of a questionnaire at the end of the workshop. The evaluation of tracking metological measures to the teaching of teaching statistics which are to promote the differential and whoognects or cognitive to visine autodispersible, need-to-shear in the subject, in action to education. Keywords: Ethnomathmatics Program, Quilombolas, African Games.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-07
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5099/14506
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Brasileira de Educação do Campo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Brasileira de Educação do Campo
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dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 3 Nr. 3 (2018): Set./Dez.; 1064-1083
Brazilian Journal of Rural Education; Vol. 3 No. 3 (2018): Set./Dez.; 1064-1083
Revista Brasileña de Educación Rural; Vol. 3 Núm. 3 (2018): Set./Dez.; 1064-1083
Brazilian Journal of Rural Education; Vol. 3 No. 3 (2018): Set./Dez.; 1064-1083
Revista Brasileira de Educação do Campo; v. 3 n. 3 (2018): Set./Dez.; 1064-1083
2525-4863
reponame:Revista Brasileira de Educação do Campo
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instname_str Universidade Federal do Tocantins (UFT)
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reponame_str Revista Brasileira de Educação do Campo
collection Revista Brasileira de Educação do Campo
repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
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