Current Approaches in the Ethnomathematics as a Program: delineating a path toward pedagogical action

Detalhes bibliográficos
Autor(a) principal: Rosa, Milton
Data de Publicação: 2008
Outros Autores: Orey, Daniel
Tipo de documento: Artigo
Idioma: por
Título da fonte: Bolema: Boletim de Educação Matemática
Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1851
Resumo: In this article, we present approaches for ethnomathematics as a program founded on current research in ethnomathematics as directed towards ethnographic, anthropological, and pedagogical actions studies of distinct cultural groups. In the current context, there is a great necessity for ethnomathematics-based programs to identify and seek teaching-learning practices directed towards pedagogical action. The great challenge for researchers in ethnomathematics is to further elaborate studies and pedagogical practices that are in accordance with the philosophical-theoretical objectives of this program. As well, we outline a curriculum proposal based on the “trivium” literacy, matheracy, and technocracy that permits the development of school-based activities based on an ethnomathematics perspective. Key Words: Pedagogical Action. Ethnomathematics. Pedagogical Practices. Curriculum. Mathematization.
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spelling Current Approaches in the Ethnomathematics as a Program: delineating a path toward pedagogical actionAbordagens Atuais do Programa Etnomatemática: delineando um caminho para a ação pedagógicaIn this article, we present approaches for ethnomathematics as a program founded on current research in ethnomathematics as directed towards ethnographic, anthropological, and pedagogical actions studies of distinct cultural groups. In the current context, there is a great necessity for ethnomathematics-based programs to identify and seek teaching-learning practices directed towards pedagogical action. The great challenge for researchers in ethnomathematics is to further elaborate studies and pedagogical practices that are in accordance with the philosophical-theoretical objectives of this program. As well, we outline a curriculum proposal based on the “trivium” literacy, matheracy, and technocracy that permits the development of school-based activities based on an ethnomathematics perspective. Key Words: Pedagogical Action. Ethnomathematics. Pedagogical Practices. Curriculum. Mathematization.Apresentamos, neste artigo, as abordagens atuais para o programa etnomatemática, fundamentadas em estudos direcionados à perspectiva antropológico-etnográfica e à ação pedagógica. No contexto atual, existe umagrande necessidade de que o programa etnomatemática seja identificado como um programa que busca as práticas de ensino-aprendizagem em matemática, as quais estão direcionadas à ação pedagógica. Acreditamos que o grande desafio para os pesquisadores é elaborar estudos e práticas pedagógicas que estejam de acordo com os objetivos filosófico-teóricos deste programa. Assim, delineamos uma proposta curricular baseada no trivium literacia, materacia e tecnoracia, que permite desenvolver atividades escolares alicerçadas na perspectiva etnomatemática. Palavras Chaves: Ação Pedagógica. Etnomatemática. Práticas Pedagógicas. Currículo. Matematização.UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas2008-10-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1851Bolema: Boletim de Educação Matemática; v. 19 n. 26 (2006); 19-481980-44150103-636Xreponame:Bolema: Boletim de Educação Matemáticainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1851/1612Rosa, MiltonOrey, Danielinfo:eu-repo/semantics/openAccess2015-09-29T15:20:18Zoai:periodicos.rc.biblioteca.unesp.br:article/1851Revistahttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/PUBhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/oaibolema.contato@gmail.com||romiarka@gmail.com1980-44150103-636Xopendoar:2015-09-29T15:20:18Bolema: Boletim de Educação Matemática - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Current Approaches in the Ethnomathematics as a Program: delineating a path toward pedagogical action
Abordagens Atuais do Programa Etnomatemática: delineando um caminho para a ação pedagógica
title Current Approaches in the Ethnomathematics as a Program: delineating a path toward pedagogical action
spellingShingle Current Approaches in the Ethnomathematics as a Program: delineating a path toward pedagogical action
Rosa, Milton
title_short Current Approaches in the Ethnomathematics as a Program: delineating a path toward pedagogical action
title_full Current Approaches in the Ethnomathematics as a Program: delineating a path toward pedagogical action
title_fullStr Current Approaches in the Ethnomathematics as a Program: delineating a path toward pedagogical action
title_full_unstemmed Current Approaches in the Ethnomathematics as a Program: delineating a path toward pedagogical action
title_sort Current Approaches in the Ethnomathematics as a Program: delineating a path toward pedagogical action
author Rosa, Milton
author_facet Rosa, Milton
Orey, Daniel
author_role author
author2 Orey, Daniel
author2_role author
dc.contributor.author.fl_str_mv Rosa, Milton
Orey, Daniel
description In this article, we present approaches for ethnomathematics as a program founded on current research in ethnomathematics as directed towards ethnographic, anthropological, and pedagogical actions studies of distinct cultural groups. In the current context, there is a great necessity for ethnomathematics-based programs to identify and seek teaching-learning practices directed towards pedagogical action. The great challenge for researchers in ethnomathematics is to further elaborate studies and pedagogical practices that are in accordance with the philosophical-theoretical objectives of this program. As well, we outline a curriculum proposal based on the “trivium” literacy, matheracy, and technocracy that permits the development of school-based activities based on an ethnomathematics perspective. Key Words: Pedagogical Action. Ethnomathematics. Pedagogical Practices. Curriculum. Mathematization.
publishDate 2008
dc.date.none.fl_str_mv 2008-10-14
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1851
url https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1851
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1851/1612
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
publisher.none.fl_str_mv UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
dc.source.none.fl_str_mv Bolema: Boletim de Educação Matemática; v. 19 n. 26 (2006); 19-48
1980-4415
0103-636X
reponame:Bolema: Boletim de Educação Matemática
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instacron:UNESP
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