Contexts and languages in Rural Education: a discussion on teacher education in mathematics

Detalhes bibliográficos
Autor(a) principal: Teixeira Junior, Valdomiro Pinheiro
Data de Publicação: 2019
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/6123
Resumo: ABSTRACT. The Peasant Education is based on the valorization of the peasant context and consequent defense of the contextualization of the content from local contexts, also defends the teaching of the formal knowledge. However, in mathematics teaching problems are perceived to satisfy these conditions, such as relating local contexts to the rigidity of formal mathematical content. In this sense, this article presents reflections from the statements of students of the Peasant Education Course, in the habilitation in Mathematics, about what they think of these contexts (Peasant context and formal mathematics) and the languages practiced in educational activities, such as uses of algorithms and contextualized problems. Wittgenstein's (1999) philosophy of language and the concepts of language games and family resemblances are used to analyze students' speeches. The discourse of the defense of the contextualization from the daily life is shown present in the speeches of the students, as well as defend the importance of the formal content. The students still demonstrate to prefer the use of algorithms to contextualized problems.
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spelling Contexts and languages in Rural Education: a discussion on teacher education in mathematicsContexts and languages in Rural Education: a discussion on teacher education in mathematicsContextos y lenguajes en la Educación Rural: una discusión sobre la formación docente en matemáticasContexts and languages in Rural Education: a discussion on teacher education in mathematicsContextos e linguagens na Educação do Campo: uma discussão sobre a formação docente em matemáticaABSTRACT. The Peasant Education is based on the valorization of the peasant context and consequent defense of the contextualization of the content from local contexts, also defends the teaching of the formal knowledge. However, in mathematics teaching problems are perceived to satisfy these conditions, such as relating local contexts to the rigidity of formal mathematical content. In this sense, this article presents reflections from the statements of students of the Peasant Education Course, in the habilitation in Mathematics, about what they think of these contexts (Peasant context and formal mathematics) and the languages practiced in educational activities, such as uses of algorithms and contextualized problems. Wittgenstein's (1999) philosophy of language and the concepts of language games and family resemblances are used to analyze students' speeches. The discourse of the defense of the contextualization from the daily life is shown present in the speeches of the students, as well as defend the importance of the formal content. The students still demonstrate to prefer the use of algorithms to contextualized problems.ABSTRACT. The Peasant Education is based on the valorization of the peasant context and consequent defense of the contextualization of the content from local contexts, also defends the teaching of the formal knowledge. However, in mathematics teaching problems are perceived to satisfy these conditions, such as relating local contexts to the rigidity of formal mathematical content. In this sense, this article presents reflections from the statements of students of the Peasant Education Course, in the habilitation in Mathematics, about what they think of these contexts (Peasant context and formal mathematics) and the languages practiced in educational activities, such as uses of algorithms and contextualized problems. Wittgenstein's (1999) philosophy of language and the concepts of language games and family resemblances are used to analyze students' speeches. The discourse of the defense of the contextualization from the daily life is shown present in the speeches of the students, as well as defend the importance of the formal content. The students still demonstrate to prefer the use of algorithms to contextualized problems.RESUMEN. La Educación Rural tiene como principios la valorización del contexto campesino y la consecuente defensa de la contextualización del contenido a partir de contextos locales, y también defiende la enseñanza del conocimiento formal. Sin embargo, en la enseñanza de las matemáticas se percibe problemas para satisfacer estas condiciones, cómo relacionar los contextos locales con la rigidez del contenido matemático formal. En este sentido, este artículo presenta reflexiones a partir de declaraciones de estudiantes del Curso de Educación Rural, en la habilitación en Matemáticas, sobre lo que piensan de estos contextos (contexto del campo y las matemáticas formales) y los lenguajes practicados en actividades educativas, como los usos de algoritmos y problemas contextualizados. Se utiliza la filosofía del lenguaje de Wittgenstein (1999) y los conceptos de juegos de lenguaje y semejanzas de familia para analizar las palabras de los alumnos. El discurso de defensa de la contextualización a partir de lo cotidiano se muestra presente en las palabras de los alumnos, así como defienden la importancia del contenido formal. Los alumnos todavía demuestran preferir el uso de algoritmos a problemas contextualizados.ABSTRACT. The Peasant Education is based on the valorization of the peasant context and consequent defense of the contextualization of the content from local contexts, also defends the teaching of the formal knowledge. However, in mathematics teaching problems are perceived to satisfy these conditions, such as relating local contexts to the rigidity of formal mathematical content. In this sense, this article presents reflections from the statements of students of the Peasant Education Course, in the habilitation in Mathematics, about what they think of these contexts (Peasant context and formal mathematics) and the languages practiced in educational activities, such as uses of algorithms and contextualized problems. Wittgenstein's (1999) philosophy of language and the concepts of language games and family resemblances are used to analyze students' speeches. The discourse of the defense of the contextualization from the daily life is shown present in the speeches of the students, as well as defend the importance of the formal content. The students still demonstrate to prefer the use of algorithms to contextualized problems.A Educação do Campo tem como princípios a valorização do contexto campesino e a consequente defesa da contextualização do conteúdo a partir de contextos locais, mas também defende o ensino do conhecimento formal. Entretanto, no ensino de matemática percebe-se problemas para satisfazer estas condições, como relacionar os contextos locais com a rigidez do conteúdo matemático formal. Nesse sentido, este artigo apresenta reflexões a partir de declarações de estudantes do Curso de Educação do Campo, na habilitação em Matemática, sobre o que pensam destes contextos (contexto do campo e a matemática formal) e as linguagens praticadas em atividades educacionais, como os usos de algoritmos e problemas contextualizados. Utiliza-se a filosofia da linguagem de Wittgenstein (1999) e os conceitos de jogos de linguagem e semelhanças de família para analisar as falas dos alunos. O discurso de defesa da contextualização a partir do cotidiano se mostra presente nas falas dos alunos, bem como defendem a importância do conteúdo formal. Os alunos ainda demonstram preferir o uso de algoritmos a problemas contextualizados. Palavras-chave: Realidade Campesina, Conteúdo Matemático, Jogos de Linguagem, Formação Docente, Educação do Campo.   Contexts and languages in Rural Education: a discussion on teacher education in mathematics                           ABSTRACT. The Peasant Education is based on the valorization of the peasant context and consequent defense of the contextualization of the content from local contexts, also defends the teaching of the formal knowledge. However, in mathematics teaching problems are perceived to satisfy these conditions, such as relating local contexts to the rigidity of formal mathematical content. In this sense, this article presents reflections from the statements of students of the Peasant Education Course, in the habilitation in Mathematics, about what they think of these contexts (Peasant context and formal mathematics) and the languages practiced in educational activities, such as uses of algorithms and contextualized problems. Wittgenstein's (1999) philosophy of language and the concepts of language games and family resemblances are used to analyze students' speeches. The discourse of the defense of the contextualization from the daily life is shown present in the speeches of the students, as well as defend the importance of the formal content. The students still demonstrate to prefer the use of algorithms to contextualized problems. Keywords: Peasant Reality, Mathematical Content, Language Games, Teacher Education, Peasant Education.   Contextos y lenguajes en la Educación Rural: una discusión sobre la formación docente en matemáticas RESUMEN. La Educación Rural tiene como principios la valorización del contexto campesino y la consecuente defensa de la contextualización del contenido a partir de contextos locales, y también defiende la enseñanza del conocimiento formal. Sin embargo, en la enseñanza de las matemáticas se percibe problemas para satisfacer estas condiciones, cómo relacionar los contextos locales con la rigidez del contenido matemático formal. En este sentido, este artículo presenta reflexiones a partir de declaraciones de estudiantes del Curso de Educación Rural, en la habilitación en Matemáticas, sobre lo que piensan de estos contextos (contexto del campo y las matemáticas formales) y los lenguajes practicados en actividades educativas, como los usos de algoritmos y problemas contextualizados. Se utiliza la filosofía del lenguaje de Wittgenstein (1999) y los conceptos de juegos de lenguaje y semejanzas de familia para analizar las palabras de los alumnos. El discurso de defensa de la contextualización a partir de lo cotidiano se muestra presente en las palabras de los alumnos, así como defienden la importancia del contenido formal. Los alumnos todavía demuestran preferir el uso de algoritmos a problemas contextualizados. Palabras clave: Realidad Campesina, Contenido Matemático, Juegos de Lenguaje, Formación Docente, Educación Rural.Universidade Federal do Tocantins2019-10-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/612310.20873/uft.rbec.v4e6123Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e6123Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6123Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6123Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6123Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e61232525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6123/15915https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6123/15916Copyright (c) 2019 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessTeixeira Junior, Valdomiro Pinheiro2020-12-28T21:54:23Zoai:ojs.revista.uft.edu.br:article/6123Revistahttps://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:2020-12-28T21:54:23Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Contexts and languages in Rural Education: a discussion on teacher education in mathematics
Contexts and languages in Rural Education: a discussion on teacher education in mathematics
Contextos y lenguajes en la Educación Rural: una discusión sobre la formación docente en matemáticas
Contexts and languages in Rural Education: a discussion on teacher education in mathematics
Contextos e linguagens na Educação do Campo: uma discussão sobre a formação docente em matemática
title Contexts and languages in Rural Education: a discussion on teacher education in mathematics
spellingShingle Contexts and languages in Rural Education: a discussion on teacher education in mathematics
Teixeira Junior, Valdomiro Pinheiro
title_short Contexts and languages in Rural Education: a discussion on teacher education in mathematics
title_full Contexts and languages in Rural Education: a discussion on teacher education in mathematics
title_fullStr Contexts and languages in Rural Education: a discussion on teacher education in mathematics
title_full_unstemmed Contexts and languages in Rural Education: a discussion on teacher education in mathematics
title_sort Contexts and languages in Rural Education: a discussion on teacher education in mathematics
author Teixeira Junior, Valdomiro Pinheiro
author_facet Teixeira Junior, Valdomiro Pinheiro
author_role author
dc.contributor.author.fl_str_mv Teixeira Junior, Valdomiro Pinheiro
description ABSTRACT. The Peasant Education is based on the valorization of the peasant context and consequent defense of the contextualization of the content from local contexts, also defends the teaching of the formal knowledge. However, in mathematics teaching problems are perceived to satisfy these conditions, such as relating local contexts to the rigidity of formal mathematical content. In this sense, this article presents reflections from the statements of students of the Peasant Education Course, in the habilitation in Mathematics, about what they think of these contexts (Peasant context and formal mathematics) and the languages practiced in educational activities, such as uses of algorithms and contextualized problems. Wittgenstein's (1999) philosophy of language and the concepts of language games and family resemblances are used to analyze students' speeches. The discourse of the defense of the contextualization from the daily life is shown present in the speeches of the students, as well as defend the importance of the formal content. The students still demonstrate to prefer the use of algorithms to contextualized problems.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-29
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dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6123/15915
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6123/15916
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Brasileira de Educação do Campo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 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. 4 (2019): Publicação Contínua / Continuous Publication; e6123
Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6123
Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6123
Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6123
Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e6123
2525-4863
reponame:Revista Brasileira de Educação do Campo
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reponame_str Revista Brasileira de Educação do Campo
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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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