Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationship
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Data de Publicação: | 2011 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Zetetiké (Online) |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646670 |
Resumo: | The aim of this research was to investigate the literacy andmathematical literacy of mothers and the strategies that they used in therelationship between the socio-cultural and family-school contexts to supervisetheir children in reading, writing and mathematics. Questioning about mythsand beliefs about the origins and fundaments of scholar knowledge was frequentin the discussions. The practices of mothers and their children observed instory-telling sections in the school environment were verified as requiredmechanisms to approximate the literacy practices of mothers and children toscholar and social practices for solidifying numerical writing knowledge andimproving mathematical literacy. Practices and literacy conditions, mobilizationof concepts, comprehension of procedures and principles as socio-culturalproducts have established a common ground between mothers’ everyday actionsand characteristic scholar practices, whose comprehension they are trying toreach. |
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Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationshipContextos e práticas socioculturais de letramento e letramento matemático inerentes às relações família/escolaPráticas socioculturaisThe aim of this research was to investigate the literacy andmathematical literacy of mothers and the strategies that they used in therelationship between the socio-cultural and family-school contexts to supervisetheir children in reading, writing and mathematics. Questioning about mythsand beliefs about the origins and fundaments of scholar knowledge was frequentin the discussions. The practices of mothers and their children observed instory-telling sections in the school environment were verified as requiredmechanisms to approximate the literacy practices of mothers and children toscholar and social practices for solidifying numerical writing knowledge andimproving mathematical literacy. Practices and literacy conditions, mobilizationof concepts, comprehension of procedures and principles as socio-culturalproducts have established a common ground between mothers’ everyday actionsand characteristic scholar practices, whose comprehension they are trying toreach.Investigar práticas de letramento e letramento matemático de mães, bem como estratégias utilizadas nas relações entre contextos socioculturais família/escola para orientar os filhos na leitura, na escrita e na matemática foi o objetivo da pesquisa - objeto do conteúdo deste artigo. Questionamentos sobre mitos e crenças das origens e dos fundamentos dos conhecimentos escolares e socioculturais permearam as discussões. Das práticas de mães e filhos observadas em sessões de contação de histórias no ambiente da escola constataram-se como necessários mecanismos de aproximação das práticas de letramento das mães e dos filhos com práticas escolares e sociais para concretização dos conhecimentos sobre escritas numéricas e aprimoramento do letramento matemático. Práticas e condições de letramento, mobilização de conceitos, procedimentos e princípios compreendidos como produção sociocultural estabeleceram campo comum entre ações que as mães realizam na vida cotidiana com características das práticas escolarizadas, de cuja compreensão elas buscaram se aproximar.Universidade Estadual de Campinas2011-02-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864667010.20396/zet.v18i0.8646670Zetetike; Vol. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 69-90Zetetike; Vol. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 69-90Zetetike; v. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 69-902176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646670/13572Brazil; 2010Brasil; 2010Copyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessEspíndola, Ana LúciaSouza, Neusa Maria Marques de2023-11-16T16:14:16Zoai:ojs.periodicos.sbu.unicamp.br:article/8646670Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-11-16T16:14:16Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationship Contextos e práticas socioculturais de letramento e letramento matemático inerentes às relações família/escola |
title |
Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationship |
spellingShingle |
Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationship Espíndola, Ana Lúcia Práticas socioculturais |
title_short |
Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationship |
title_full |
Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationship |
title_fullStr |
Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationship |
title_full_unstemmed |
Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationship |
title_sort |
Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationship |
author |
Espíndola, Ana Lúcia |
author_facet |
Espíndola, Ana Lúcia Souza, Neusa Maria Marques de |
author_role |
author |
author2 |
Souza, Neusa Maria Marques de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Espíndola, Ana Lúcia Souza, Neusa Maria Marques de |
dc.subject.por.fl_str_mv |
Práticas socioculturais |
topic |
Práticas socioculturais |
description |
The aim of this research was to investigate the literacy andmathematical literacy of mothers and the strategies that they used in therelationship between the socio-cultural and family-school contexts to supervisetheir children in reading, writing and mathematics. Questioning about mythsand beliefs about the origins and fundaments of scholar knowledge was frequentin the discussions. The practices of mothers and their children observed instory-telling sections in the school environment were verified as requiredmechanisms to approximate the literacy practices of mothers and children toscholar and social practices for solidifying numerical writing knowledge andimproving mathematical literacy. Practices and literacy conditions, mobilizationof concepts, comprehension of procedures and principles as socio-culturalproducts have established a common ground between mothers’ everyday actionsand characteristic scholar practices, whose comprehension they are trying toreach. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-02-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646670 10.20396/zet.v18i0.8646670 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646670 |
identifier_str_mv |
10.20396/zet.v18i0.8646670 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646670/13572 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2014 Zetetiké: Revista de Educação Matemática https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2014 Zetetiké: Revista de Educação Matemática https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; 2010 Brasil; 2010 |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
Zetetike; Vol. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 69-90 Zetetike; Vol. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 69-90 Zetetike; v. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 69-90 2176-1744 reponame:Zetetiké (Online) instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
Zetetiké (Online) |
collection |
Zetetiké (Online) |
repository.name.fl_str_mv |
Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
zetetike@unicamp.br |
_version_ |
1798329590319415296 |