Culturally relevant pedagogy and funds of knowledge in mathematics classes

Detalhes bibliográficos
Autor(a) principal: Oliveira, Davidson Paulo Azevedo
Data de Publicação: 2016
Outros Autores: Rosa, Milton, Viana, Marger da Conceição Ventura
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646542
Resumo: The main objective of this article is to introduce concepts and theories for the discussion regarding social, cultural, and political influences for pedagogical practice of the teachers. The acquisition of mathematical knowledge in classrooms is related to the students’ sociocultural experiences in the environment they live, thus, it is important to study educational theories that develop mathematical knowledge in order to help students to recognize the importance of their own culture in the development of this knowledge. In this regard, theories of Culturally Relevant Pedagogy and Funds of Knowledge are presented in this article because they use knowledge originating in different cultural contexts. Thus, these methodological approaches use students’ cultural background in order to develop curricular activities that insert and problematize daily practices in the process of teaching and learning mathematics.
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spelling Culturally relevant pedagogy and funds of knowledge in mathematics classesPedagogia culturalmente relevante e fundos de conhecimento em aulas de matemáticaPedagogia culturalmente relevanteFundos de conhecimentoAulas de matemáticaPedagogiaCulturally relevant pedagogyFunds of knowledgeMath classesPedagogyThe main objective of this article is to introduce concepts and theories for the discussion regarding social, cultural, and political influences for pedagogical practice of the teachers. The acquisition of mathematical knowledge in classrooms is related to the students’ sociocultural experiences in the environment they live, thus, it is important to study educational theories that develop mathematical knowledge in order to help students to recognize the importance of their own culture in the development of this knowledge. In this regard, theories of Culturally Relevant Pedagogy and Funds of Knowledge are presented in this article because they use knowledge originating in different cultural contexts. Thus, these methodological approaches use students’ cultural background in order to develop curricular activities that insert and problematize daily practices in the process of teaching and learning mathematics.Este artigo tem como objetivo principal apresentar conceitos e teorizações que discutem as influências social, cultural e política na prática pedagógica dos professores, visto que a aquisição do conhecimento matemático, em sala de aula, pode estar relacionada com as experiências socioculturais vividas pelos alunos no ambiente no qual estão inseridos. Nesse sentido, é importante o estudo de teorias educacionais que possam auxiliar os alunos a ter acesso ao conhecimento matemático necessário para reconhecer a importância da própria cultura no desenvolvimento desse saber. Neste trabalho, são apresentados os Fundos de Conhecimento e a Pedagogia Culturalmente Relevante que, além de valorizar os conhecimentos provenientes de contextos culturais distintos, tentam, pedagogicamente, utilizar o background cultural dos alunos para desenvolver atividades curriculares que incluam e problematizem as práticas cotidianas no processo de ensino e aprendizagem em Matemática.Universidade Estadual de Campinas2016-03-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864654210.20396/zet.v23i44.8646542Zetetike; Vol. 23 No. 2 (2015): jul./dez. [44]; 329-346Zetetike; Vol. 23 Núm. 2 (2015): jul./dez. [44]; 329-346Zetetike; v. 23 n. 2 (2015): jul./dez. [44]; 329-3462176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646542/13442Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2016 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessOliveira, Davidson Paulo AzevedoRosa, MiltonViana, Marger da Conceição Ventura2023-12-04T16:43:58Zoai:ojs.periodicos.sbu.unicamp.br:article/8646542Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-04T16:43:58Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Culturally relevant pedagogy and funds of knowledge in mathematics classes
Pedagogia culturalmente relevante e fundos de conhecimento em aulas de matemática
title Culturally relevant pedagogy and funds of knowledge in mathematics classes
spellingShingle Culturally relevant pedagogy and funds of knowledge in mathematics classes
Oliveira, Davidson Paulo Azevedo
Pedagogia culturalmente relevante
Fundos de conhecimento
Aulas de matemática
Pedagogia
Culturally relevant pedagogy
Funds of knowledge
Math classes
Pedagogy
title_short Culturally relevant pedagogy and funds of knowledge in mathematics classes
title_full Culturally relevant pedagogy and funds of knowledge in mathematics classes
title_fullStr Culturally relevant pedagogy and funds of knowledge in mathematics classes
title_full_unstemmed Culturally relevant pedagogy and funds of knowledge in mathematics classes
title_sort Culturally relevant pedagogy and funds of knowledge in mathematics classes
author Oliveira, Davidson Paulo Azevedo
author_facet Oliveira, Davidson Paulo Azevedo
Rosa, Milton
Viana, Marger da Conceição Ventura
author_role author
author2 Rosa, Milton
Viana, Marger da Conceição Ventura
author2_role author
author
dc.contributor.author.fl_str_mv Oliveira, Davidson Paulo Azevedo
Rosa, Milton
Viana, Marger da Conceição Ventura
dc.subject.por.fl_str_mv Pedagogia culturalmente relevante
Fundos de conhecimento
Aulas de matemática
Pedagogia
Culturally relevant pedagogy
Funds of knowledge
Math classes
Pedagogy
topic Pedagogia culturalmente relevante
Fundos de conhecimento
Aulas de matemática
Pedagogia
Culturally relevant pedagogy
Funds of knowledge
Math classes
Pedagogy
description The main objective of this article is to introduce concepts and theories for the discussion regarding social, cultural, and political influences for pedagogical practice of the teachers. The acquisition of mathematical knowledge in classrooms is related to the students’ sociocultural experiences in the environment they live, thus, it is important to study educational theories that develop mathematical knowledge in order to help students to recognize the importance of their own culture in the development of this knowledge. In this regard, theories of Culturally Relevant Pedagogy and Funds of Knowledge are presented in this article because they use knowledge originating in different cultural contexts. Thus, these methodological approaches use students’ cultural background in order to develop curricular activities that insert and problematize daily practices in the process of teaching and learning mathematics.
publishDate 2016
dc.date.none.fl_str_mv 2016-03-18
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/8646542
10.20396/zet.v23i44.8646542
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646542
identifier_str_mv 10.20396/zet.v23i44.8646542
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/8646542/13442
dc.rights.driver.fl_str_mv Copyright (c) 2016 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) 2016 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; Contemporary
Brasil; Contemporâneo
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. 23 No. 2 (2015): jul./dez. [44]; 329-346
Zetetike; Vol. 23 Núm. 2 (2015): jul./dez. [44]; 329-346
Zetetike; v. 23 n. 2 (2015): jul./dez. [44]; 329-346
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_ 1798329589799321600

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