An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts
Autor(a) principal: | |
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Data de Publicação: | 2010 |
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/8646706 |
Resumo: | In this article we analyze the educational practices related to theteaching of Mathematics to the Indigene when performed from the perspective ofEthnomathematics. We attempt to bring to the fore some effects of truth andpower; in order to do this, after some approximations betweenEthnomathematics and Foucault research, we explore the possibilities of adialogue between these two theoretical positions and point out the changes thatthe formation of indigenous teachers has suffered and caused. From ourresearch among different indigenous peoples from the states of São Paulo andMato Grosso, we illustrate the fact that the school has engendered substantialalterations in the concepts and usages of time and space by indigenous culturesand changed the practices of meeting individual, family and clan obligations,among others. We endeavor, with this, to undermine some certainties and toinvite Mathematics educators who work with indigenous peoples to rethink theirdiscursive and non-discursive practices. |
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An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contextsUma análise de práticas discursivas e não discursivas sobre o ensino de matemática em contextos indígenasIndigenous educationEthnomathematicsDiscursive and nondiscursive practicesEducação indígenaEtnomatemáticaPráticas discursivas e não discursivasEducação indígenaEtnomatemáticapráticas discursivas e não discursivasIn this article we analyze the educational practices related to theteaching of Mathematics to the Indigene when performed from the perspective ofEthnomathematics. We attempt to bring to the fore some effects of truth andpower; in order to do this, after some approximations betweenEthnomathematics and Foucault research, we explore the possibilities of adialogue between these two theoretical positions and point out the changes thatthe formation of indigenous teachers has suffered and caused. From ourresearch among different indigenous peoples from the states of São Paulo andMato Grosso, we illustrate the fact that the school has engendered substantialalterations in the concepts and usages of time and space by indigenous culturesand changed the practices of meeting individual, family and clan obligations,among others. We endeavor, with this, to undermine some certainties and toinvite Mathematics educators who work with indigenous peoples to rethink theirdiscursive and non-discursive practices.Neste artigo analisamos as práticas educativas relacionadas ao ensino de matemática para os índios, quando realizadas sob a perspectiva da Etnomatemática. Procuramos salientar alguns efeitos de verdade e de poder; para tanto, após indicar algumas aproximações entre a Etnomatemática e as pesquisas de Foucault, exploramos as possibilidades de diálogo entre estas duas posturas teóricas e apontamos transformações que a formação de professores indígenas tem sofrido e causado. A partir de nossas pesquisas com diferentes povos indígenas dos Estados de São Paulo e de Mato Grosso, ilustramos o fato de que a escola tem engendrado alterações substanciais nas concepções e nos usos do tempo e do espaço de culturas indígenas e modificado as práticas de atendimento às obrigações individuais, familiares e clânicas, dentre outras. Procuramos, com isso, abalar algumas certezas e convidar os educadores matemáticos que atuam com os povos indígenas a repensarem suas práticas discursivas e não discursivas.Universidade Estadual de Campinas2010-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864670610.20396/zet.v17i32.8646706Zetetike; Vol. 17 No. 2 (2009): jul./dez. [32]Zetetike; Vol. 17 Núm. 2 (2009): jul./dez. [32]Zetetike; v. 17 n. 2 (2009): jul./dez. [32]2176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646706/13608Brazil; 2009Brasil; 2009Copyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessCosta, Wanderleya Nara GonçalvesDomingues, Kátia Cristina M.Andrade, Silvanio de2023-11-10T13:23:08Zoai:ojs.periodicos.sbu.unicamp.br:article/8646706Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-11-10T13:23:08Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts Uma análise de práticas discursivas e não discursivas sobre o ensino de matemática em contextos indígenas |
title |
An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts |
spellingShingle |
An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts Costa, Wanderleya Nara Gonçalves Indigenous education Ethnomathematics Discursive and nondiscursive practices Educação indígena Etnomatemática Práticas discursivas e não discursivas Educação indígena Etnomatemática práticas discursivas e não discursivas |
title_short |
An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts |
title_full |
An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts |
title_fullStr |
An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts |
title_full_unstemmed |
An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts |
title_sort |
An analysis of discursive and non-discursive practices on the teaching of Mathematics in indigenous contexts |
author |
Costa, Wanderleya Nara Gonçalves |
author_facet |
Costa, Wanderleya Nara Gonçalves Domingues, Kátia Cristina M. Andrade, Silvanio de |
author_role |
author |
author2 |
Domingues, Kátia Cristina M. Andrade, Silvanio de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Costa, Wanderleya Nara Gonçalves Domingues, Kátia Cristina M. Andrade, Silvanio de |
dc.subject.por.fl_str_mv |
Indigenous education Ethnomathematics Discursive and nondiscursive practices Educação indígena Etnomatemática Práticas discursivas e não discursivas Educação indígena Etnomatemática práticas discursivas e não discursivas |
topic |
Indigenous education Ethnomathematics Discursive and nondiscursive practices Educação indígena Etnomatemática Práticas discursivas e não discursivas Educação indígena Etnomatemática práticas discursivas e não discursivas |
description |
In this article we analyze the educational practices related to theteaching of Mathematics to the Indigene when performed from the perspective ofEthnomathematics. We attempt to bring to the fore some effects of truth andpower; in order to do this, after some approximations betweenEthnomathematics and Foucault research, we explore the possibilities of adialogue between these two theoretical positions and point out the changes thatthe formation of indigenous teachers has suffered and caused. From ourresearch among different indigenous peoples from the states of São Paulo andMato Grosso, we illustrate the fact that the school has engendered substantialalterations in the concepts and usages of time and space by indigenous culturesand changed the practices of meeting individual, family and clan obligations,among others. We endeavor, with this, to undermine some certainties and toinvite Mathematics educators who work with indigenous peoples to rethink theirdiscursive and non-discursive practices. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-03-20 |
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/8646706 10.20396/zet.v17i32.8646706 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646706 |
identifier_str_mv |
10.20396/zet.v17i32.8646706 |
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/8646706/13608 |
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; 2009 Brasil; 2009 |
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. 17 No. 2 (2009): jul./dez. [32] Zetetike; Vol. 17 Núm. 2 (2009): jul./dez. [32] Zetetike; v. 17 n. 2 (2009): jul./dez. [32] 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_ |
1798329590381281280 |