Investigative ways in the relations between (Mathematics) Education Language and Cultural Practices

Detalhes bibliográficos
Autor(a) principal: Tamayo, Carolina
Data de Publicação: 2018
Outros Autores: Monteiro, Alexandrina, Mendes, Jackeline
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/45950
Resumo: Ethnomathematics, as a precursor of studies focused on sociocultural issues within Mathematics Education(ME), has provoked a shift in the ways of thinking mathematical knowledge. As an effect of these movements understood by us as a counter-conduct initiated lines of escape which opened possibilities to think of ME from different lenses. In this sense, participants of the interinstitutional research group "Education, Language and Sociocultural Practices-PHALA" (Unicamp, USF, UFScar, UFRGS) have been developing research in this field for several years under various theoretical lenses. Therefore, our objective in this article is to discuss some of research effects in pedagogical perspective and in form and practice of thinking and elaborating academic research. Especially those inspired by wittgensteinian philosophical proposal of therapy, Derrida ́sdeconstruction and foucaultian archeogenealogy. The studied files allowed us to identify two aspects: the first refers to the recognition of legitimacy over the uniqueness of Mathematics, which is strongly questioned by this group that assumed the use of mathematics in a plural sense. Secondly, we identify transgressive and decolonial traces that emerge when research is practiced with these theoretical-methodological bets.
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spelling Investigative ways in the relations between (Mathematics) Education Language and Cultural PracticesRutas de investigación en las relaciones entre educación (matemáticas), lenguaje y prácticas culturales.Caminhos investigativos nas relações entre Educação (matemática), Linguagem e Práticas Culturais EtnomatemáticaIndisciplinaridadePráticas sociaisDecolonialidadeEthnomathematicsIndisciplinaritySocial PracticesDecolonialityEtnomatemáticasIndisciplinariedadPrácticas socialesDescolonialidadEthnomathematics, as a precursor of studies focused on sociocultural issues within Mathematics Education(ME), has provoked a shift in the ways of thinking mathematical knowledge. As an effect of these movements understood by us as a counter-conduct initiated lines of escape which opened possibilities to think of ME from different lenses. In this sense, participants of the interinstitutional research group "Education, Language and Sociocultural Practices-PHALA" (Unicamp, USF, UFScar, UFRGS) have been developing research in this field for several years under various theoretical lenses. Therefore, our objective in this article is to discuss some of research effects in pedagogical perspective and in form and practice of thinking and elaborating academic research. Especially those inspired by wittgensteinian philosophical proposal of therapy, Derrida ́sdeconstruction and foucaultian archeogenealogy. The studied files allowed us to identify two aspects: the first refers to the recognition of legitimacy over the uniqueness of Mathematics, which is strongly questioned by this group that assumed the use of mathematics in a plural sense. Secondly, we identify transgressive and decolonial traces that emerge when research is practiced with these theoretical-methodological bets.La etnomatemática, como precursora de estudios centrados en cuestiones socioculturales dentro de la Educación Matemática - EM, causó un cambio en las formas de pensar el conocimiento matemático. Como efecto de estos movimientos, entendidos por nosotros como una contraconducta, iniciados por Ethnomathematics, se abrieron líneas de escape y se ampliaron las posibilidades de pensar en la EM desde diferentes lentes. En este sentido, los participantes del grupo de investigación interinstitucional "Educación, lenguaje y prácticas socioculturales - PHALA" (Unicamp, USF, UFScar, UFRGS) han estado desarrollando investigaciones en este campo bajo diferentes lentes teóricos durante diez años. Dado esto, nuestro objetivo en este artículo es abordar algunos de los efectos de estas investigaciones, tanto en la perspectiva pedagógica como en la forma y práctica de pensar y elaborar investigaciones académicas, especialmente aquellas inspiradas en la propuesta filosófica de la terapia Wittgensteiniana, la deconstrucción y la arqueogenealogía foucaultiana. . Los archivos estudiados nos permitieron identificar dos aspectos: el primero se refiere al reconocimiento de la legitimidad sobre la unicidad de las matemáticas, que es fuertemente cuestionado por este grupo que asumió el uso de las matemáticas, en plural. Y, segundo, identificamos pistas transgresivas y descoloniales que surgen al practicar la investigación con estas apuestas teórico-metodológicas.A Etnomatemática, como precursora dos estudos voltados para as questões socioculturais no interior da Educação Matemática - EM, provocou um deslocamento sobre as formas de se pensar os saberes matemáticoS. Como efeito desses movimentos por nós entendido como contraconduta, iniciados pela Etnomatemática, abriram-se linhas de fuga, ampliaram-se as possibilidades para pensar a EM a partir de diferentes lentes. Nesse sentido, participantes do grupo de pesquisa interinstitucional "Educação, Linguagem e Práticas Socioculturais - PHALA" (Unicamp, USF, UFScar, UFRGS) vem há dez anos desenvolvendo pesquisas nesse campo sob diversas lentes teóricas. Diante disso, nosso objetivo neste artigo é abordar alguns dos efeitos dessas pesquisas, tanto na perspectiva pedagógica como na forma e prática de se pensar e elaborar a pesquisa acadêmica em especial aquelas inspiradas na proposta filosófica da terapia wittgensteiniana, na desconstrução derridiana e na arqueogenealogia foucaultiana. Os arquivos estudados nos permitiram identificar dois aspectos: o primeiro refere-se ao reconhecimento, da legitimidade sobre a unicidade da Matemática, a qual é fortemente questionada por esse grupo que assumiu o uso de matemáticaS, no plural. E, segundo, identificamos rastros transgressores e decoloniais que emergem ao se praticar a pesquisa com estas apostas teórico-metodológicas.  Universidade Federal de Uberlândia2018-11-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/4595010.14393/ER-v25n3a2018-4Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 588-608Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 588-608Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 588-6081983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/45950/2457710.14393/ER-v25n3a2018-4Copyright (c) 2018 Ensino em Re-Vistainfo:eu-repo/semantics/openAccessTamayo, CarolinaMonteiro, AlexandrinaMendes, Jackeline2019-10-09T23:12:45Zoai:ojs.www.seer.ufu.br:article/45950Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2019-10-09T23:12:45Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Investigative ways in the relations between (Mathematics) Education Language and Cultural Practices
Rutas de investigación en las relaciones entre educación (matemáticas), lenguaje y prácticas culturales.
Caminhos investigativos nas relações entre Educação (matemática), Linguagem e Práticas Culturais
title Investigative ways in the relations between (Mathematics) Education Language and Cultural Practices
spellingShingle Investigative ways in the relations between (Mathematics) Education Language and Cultural Practices
Tamayo, Carolina
Etnomatemática
Indisciplinaridade
Práticas sociais
Decolonialidade
Ethnomathematics
Indisciplinarity
Social Practices
Decoloniality
Etnomatemáticas
Indisciplinariedad
Prácticas sociales
Descolonialidad
title_short Investigative ways in the relations between (Mathematics) Education Language and Cultural Practices
title_full Investigative ways in the relations between (Mathematics) Education Language and Cultural Practices
title_fullStr Investigative ways in the relations between (Mathematics) Education Language and Cultural Practices
title_full_unstemmed Investigative ways in the relations between (Mathematics) Education Language and Cultural Practices
title_sort Investigative ways in the relations between (Mathematics) Education Language and Cultural Practices
author Tamayo, Carolina
author_facet Tamayo, Carolina
Monteiro, Alexandrina
Mendes, Jackeline
author_role author
author2 Monteiro, Alexandrina
Mendes, Jackeline
author2_role author
author
dc.contributor.author.fl_str_mv Tamayo, Carolina
Monteiro, Alexandrina
Mendes, Jackeline
dc.subject.por.fl_str_mv Etnomatemática
Indisciplinaridade
Práticas sociais
Decolonialidade
Ethnomathematics
Indisciplinarity
Social Practices
Decoloniality
Etnomatemáticas
Indisciplinariedad
Prácticas sociales
Descolonialidad
topic Etnomatemática
Indisciplinaridade
Práticas sociais
Decolonialidade
Ethnomathematics
Indisciplinarity
Social Practices
Decoloniality
Etnomatemáticas
Indisciplinariedad
Prácticas sociales
Descolonialidad
description Ethnomathematics, as a precursor of studies focused on sociocultural issues within Mathematics Education(ME), has provoked a shift in the ways of thinking mathematical knowledge. As an effect of these movements understood by us as a counter-conduct initiated lines of escape which opened possibilities to think of ME from different lenses. In this sense, participants of the interinstitutional research group "Education, Language and Sociocultural Practices-PHALA" (Unicamp, USF, UFScar, UFRGS) have been developing research in this field for several years under various theoretical lenses. Therefore, our objective in this article is to discuss some of research effects in pedagogical perspective and in form and practice of thinking and elaborating academic research. Especially those inspired by wittgensteinian philosophical proposal of therapy, Derrida ́sdeconstruction and foucaultian archeogenealogy. The studied files allowed us to identify two aspects: the first refers to the recognition of legitimacy over the uniqueness of Mathematics, which is strongly questioned by this group that assumed the use of mathematics in a plural sense. Secondly, we identify transgressive and decolonial traces that emerge when research is practiced with these theoretical-methodological bets.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-12
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://seer.ufu.br/index.php/emrevista/article/view/45950
10.14393/ER-v25n3a2018-4
url https://seer.ufu.br/index.php/emrevista/article/view/45950
identifier_str_mv 10.14393/ER-v25n3a2018-4
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/45950/24577
10.14393/ER-v25n3a2018-4
dc.rights.driver.fl_str_mv Copyright (c) 2018 Ensino em Re-Vista
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Ensino em Re-Vista
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 588-608
Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 588-608
Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 588-608
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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