Pathways to intellectual fertility. The curriculum trivium in street context

Detalhes bibliográficos
Autor(a) principal: Mesquita, Mônica Maria Borges
Data de Publicação: 2018
Outros Autores: de Vasconcelos, Lia Maldonado Teles
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/45961
Resumo: The Curriculum Trivium, developedby Ubiratan D'Ambrosio, proposed a new vision for educational processes and is rooted in the humanization of school spaces. In this paper is discussed the process of development of this curriculum within two small urban communities overseas: located in Costa de Caparica –Portugal. Is also stressed the emerging local socioeconomic and cultural dynamics, during and after the development of a specific transdisciplinary scientific educational project, and its relations with this curriculum. This path is chosen aiming to sharpen both a reasoned discussion on research experiences in street contexts, as the political dynamics (dis)engaged in collectively built researches. Concepts such as courage (NIETZSCHE, 1878/1996) and blindness (SANTOS, 2001) are cores in this discussion, as I have been insisting, which mainly aims to contribute to the humanization of education in street context. The Social Critical Theory is evoked to support this educational research experience and, at the same time, is fundamental to highlight the Ethnomathematics posture built. The paths outlined here designed a "different thing" in the sense adopted by Harvey (2012), showing that social transformation via the educator-research is not only possible but essential to the definition of revolutionary trajectories. This "something else" (1) was born out of the wishes, feelings, opportunities, practices and thoughts of all members involved in the research and (2) came to unravel how the meaning of their (members) everyday relationships are constructed and reconstructed.
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spelling Pathways to intellectual fertility. The curriculum trivium in street contextCaminos hacia la fertilidad intelectual. El currículum trivium en contexto callejeroCaminhos à fertilidade intelectual. O curriculum trivium em contexto de rua Curriculum triviumEducação comunitáriaEducador etnomatemáticoPesquisa bottom-upCurriculum triviumCommunitarian educationEthnomathematics educatorBotton-up researchCurrículum triviumEducación comunitáriaEducador etnomatemáticoBúsqueda botton-upThe Curriculum Trivium, developedby Ubiratan D'Ambrosio, proposed a new vision for educational processes and is rooted in the humanization of school spaces. In this paper is discussed the process of development of this curriculum within two small urban communities overseas: located in Costa de Caparica –Portugal. Is also stressed the emerging local socioeconomic and cultural dynamics, during and after the development of a specific transdisciplinary scientific educational project, and its relations with this curriculum. This path is chosen aiming to sharpen both a reasoned discussion on research experiences in street contexts, as the political dynamics (dis)engaged in collectively built researches. Concepts such as courage (NIETZSCHE, 1878/1996) and blindness (SANTOS, 2001) are cores in this discussion, as I have been insisting, which mainly aims to contribute to the humanization of education in street context. The Social Critical Theory is evoked to support this educational research experience and, at the same time, is fundamental to highlight the Ethnomathematics posture built. The paths outlined here designed a "different thing" in the sense adopted by Harvey (2012), showing that social transformation via the educator-research is not only possible but essential to the definition of revolutionary trajectories. This "something else" (1) was born out of the wishes, feelings, opportunities, practices and thoughts of all members involved in the research and (2) came to unravel how the meaning of their (members) everyday relationships are constructed and reconstructed.El Curriculum Trivium, desarrollado por Ubiratan D'Ambrosio, propone una nueva visión para los procesos educativos enraizados en la humanización de los espacios escolares. Este documento discute el proceso de desarrollo de este plan de estudios dentro de dos pequeñas comunidades urbanas en el extranjero, ubicadas en la Costa de Caparica - Portugal. Destaca la dinámica socioeconómica y cultural local emergente, durante y después del desarrollo de un proyecto educativo científico transdisciplinario y transcultural específico, y sus relaciones con este plan de estudios. Esta trayectoria se elige con el objetivo de agudizar una discusión basada tanto en experiencias de investigación en contextos callejeros como en la (des) dinámica política involucrada en la investigación construida colectivamente. Conceptos como el coraje (NIETSCHE, 1878/1996) y la ceguera (SANTOS, 2001) son fundamentales para esta discusión, cuyo objetivo central es contribuir a la humanización de los procesos educativos en el contexto de la calle. La teoría social crítica se evoca para apoyar esta experiencia de investigación educativa y, al mismo tiempo, resulta fundamental para resaltar la postura etnomatemática construida. Los caminos tomados aquí delinearon una "cosa diferente" en el sentido adoptado por Harvey (2012), mostrando que la transformación social, a través de la investigación-educador de un solo cuerpo, no solo es posible sino fundamental para la definición de trayectorias revolucionarias. Esta "cosa diferente" (1) surgió de la reunión de los deseos, sentimientos, posibilidades, prácticas y pensamientos de todos los miembros involucrados en la investigación y (2) llegó a desentrañar cómo se construyen y reconstruyen los significados de sus relaciones diarias.O Curriculum Trivium, desenvolvido por Ubiratan D'Ambrosio, propõe uma nova visão para os processos educativos enraizada na humanização dos espaços escolares. Neste artigo discute-se o processo do desenvolvimento deste currículo no seio de duas pequenas comunidades urbanas além mar, situadas na Costa de Caparica - Portugal. Ressalta-se as dinâmicas socioeconômicas e culturais locais emergentes, durante e após o desenvolvimento de um projeto educacional científico transdisciplinar e transcultural específico, e suas relações com este currículo. Esta trajetória é escolhida objetivando aguçar uma discussão fundamentada tanto em experiências de pesquisa em contextos de rua, quanto nas dinâmicas políticas (des)envolvidas em pesquisas construídas coletivamente. Conceitos como coragem (NIETSCHE, 1878/1996) e cegueira (SANTOS, 2001) são cerne nesta discussão, cujo objetivo central é contribuir para a humanização dos processos educativos em contexto de rua. A Teoria Social Crítica é evocada para suportar esta experiência de pesquisa educacional e, ao mesmo tempo, revela-se fundamental para evidenciar a postura etnomatemática construída. Os caminhos, aqui percorridos, delinearam uma "coisa diferente", no sentido adotado por Harvey (2012), mostrando que a transformação social, via o corpo uno educador-pesquisa, não só é possível como fundamental à definição de trajetórias revolucionárias. Esta "coisa diferente" (1) nasceu do encontro dos desejos, sentimentos, possibilidades, práticas e pensamentos de todos os membros envolvidos nas pesquisas e (2) veio para desvendar o como são construídos e reconstruídos os significados das relações cotidianas dos mesmos.  Universidade Federal de Uberlândia2018-11-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/4596110.14393/ER-v25n3a2018-12Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 747-765Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 747-765Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 747-7651983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/45961/24594Copyright (c) 2018 Ensino em Re-Vistainfo:eu-repo/semantics/openAccessMesquita, Mônica Maria Borgesde Vasconcelos, Lia Maldonado Teles2019-10-09T23:49:09Zoai:ojs.www.seer.ufu.br:article/45961Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2019-10-09T23:49:09Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Pathways to intellectual fertility. The curriculum trivium in street context
Caminos hacia la fertilidad intelectual. El currículum trivium en contexto callejero
Caminhos à fertilidade intelectual. O curriculum trivium em contexto de rua
title Pathways to intellectual fertility. The curriculum trivium in street context
spellingShingle Pathways to intellectual fertility. The curriculum trivium in street context
Mesquita, Mônica Maria Borges
Curriculum trivium
Educação comunitária
Educador etnomatemático
Pesquisa bottom-up
Curriculum trivium
Communitarian education
Ethnomathematics educator
Botton-up research
Currículum trivium
Educación comunitária
Educador etnomatemático
Búsqueda botton-up
title_short Pathways to intellectual fertility. The curriculum trivium in street context
title_full Pathways to intellectual fertility. The curriculum trivium in street context
title_fullStr Pathways to intellectual fertility. The curriculum trivium in street context
title_full_unstemmed Pathways to intellectual fertility. The curriculum trivium in street context
title_sort Pathways to intellectual fertility. The curriculum trivium in street context
author Mesquita, Mônica Maria Borges
author_facet Mesquita, Mônica Maria Borges
de Vasconcelos, Lia Maldonado Teles
author_role author
author2 de Vasconcelos, Lia Maldonado Teles
author2_role author
dc.contributor.author.fl_str_mv Mesquita, Mônica Maria Borges
de Vasconcelos, Lia Maldonado Teles
dc.subject.por.fl_str_mv Curriculum trivium
Educação comunitária
Educador etnomatemático
Pesquisa bottom-up
Curriculum trivium
Communitarian education
Ethnomathematics educator
Botton-up research
Currículum trivium
Educación comunitária
Educador etnomatemático
Búsqueda botton-up
topic Curriculum trivium
Educação comunitária
Educador etnomatemático
Pesquisa bottom-up
Curriculum trivium
Communitarian education
Ethnomathematics educator
Botton-up research
Currículum trivium
Educación comunitária
Educador etnomatemático
Búsqueda botton-up
description The Curriculum Trivium, developedby Ubiratan D'Ambrosio, proposed a new vision for educational processes and is rooted in the humanization of school spaces. In this paper is discussed the process of development of this curriculum within two small urban communities overseas: located in Costa de Caparica –Portugal. Is also stressed the emerging local socioeconomic and cultural dynamics, during and after the development of a specific transdisciplinary scientific educational project, and its relations with this curriculum. This path is chosen aiming to sharpen both a reasoned discussion on research experiences in street contexts, as the political dynamics (dis)engaged in collectively built researches. Concepts such as courage (NIETZSCHE, 1878/1996) and blindness (SANTOS, 2001) are cores in this discussion, as I have been insisting, which mainly aims to contribute to the humanization of education in street context. The Social Critical Theory is evoked to support this educational research experience and, at the same time, is fundamental to highlight the Ethnomathematics posture built. The paths outlined here designed a "different thing" in the sense adopted by Harvey (2012), showing that social transformation via the educator-research is not only possible but essential to the definition of revolutionary trajectories. This "something else" (1) was born out of the wishes, feelings, opportunities, practices and thoughts of all members involved in the research and (2) came to unravel how the meaning of their (members) everyday relationships are constructed and reconstructed.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-13
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dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/45961
10.14393/ER-v25n3a2018-12
url https://seer.ufu.br/index.php/emrevista/article/view/45961
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rights_invalid_str_mv Copyright (c) 2018 Ensino em Re-Vista
eu_rights_str_mv openAccess
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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); 747-765
Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 747-765
Ensino em Re-Vista; 2018: v. 25, n. 3 (set./dez. 2018); 747-765
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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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