The utility category subjacent in the Mathematical Education tendencies: a debate from the Historical-Critical Pedagogy
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/12676 |
Resumo: | The present research, bibliographical nature, sets forth a debate on the category utility in the circle of Mathematics Educations Studies, in special in the Historical-Critical Pedagogy. As from, the research problem emerges from the following question: How is utility category understood in the circle of Mathematics Education Studies from the Historical-Critical Pedagogy views? Thus, the objective was to understand the utility category in the fields of Mathematics Educations Studies, in special, from the theoretical-methodological basis that are underlined in the Historical-Critical Pedagogy. First of all, we analyzed the referred tendency and its possible implications in the Mathematical Education. We checked that the utility is not learned in an immediate way, but by its relation that has its expression as an individual-society-human gender. So, the referred Pedagogy has contraposition with others, with pragmatical and utilities views, which undergoes within a conception that the mathematical knowledge has an essence linked to the immediacies of the current life. Through this understanding, there is a risk in transforming the Mathematics to a science that only incurs into validity because its simple practical immediacies applications, turning them into a true criterion of the math concepts. As implications, the Mathematic teaching has to be as criteria, the application and the direct relationship with the students currently life. Therefore, we understand that is necessary and urgent a debate that, mainly, takes into account the genesis and the historical development of the mathematical knowledge from the dialectical-materialist approach. The intention is to instigate the debate on the objectives and improve the development of the pedagogical praxis which has as foundation in an omni-lateral human formation. |
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The utility category subjacent in the Mathematical Education tendencies: a debate from the Historical-Critical PedagogyLa categoría de utilidad subyacente a las tendencias en Educación Matemática: discusión a partir de la Pedagogía Histórico-CríticaA categoria utilidade subjacente às tendências em Educação Matemática: discussão a partir da Pedagogia Histórico-CríticaEducação MatemáticaUtilidadePedagogia histórico-crítica.Educación MatemáticaUtilidadPedagogía histórico-crítica.Mathematical EducationUtilityHistorical-critical pedagogy.The present research, bibliographical nature, sets forth a debate on the category utility in the circle of Mathematics Educations Studies, in special in the Historical-Critical Pedagogy. As from, the research problem emerges from the following question: How is utility category understood in the circle of Mathematics Education Studies from the Historical-Critical Pedagogy views? Thus, the objective was to understand the utility category in the fields of Mathematics Educations Studies, in special, from the theoretical-methodological basis that are underlined in the Historical-Critical Pedagogy. First of all, we analyzed the referred tendency and its possible implications in the Mathematical Education. We checked that the utility is not learned in an immediate way, but by its relation that has its expression as an individual-society-human gender. So, the referred Pedagogy has contraposition with others, with pragmatical and utilities views, which undergoes within a conception that the mathematical knowledge has an essence linked to the immediacies of the current life. Through this understanding, there is a risk in transforming the Mathematics to a science that only incurs into validity because its simple practical immediacies applications, turning them into a true criterion of the math concepts. As implications, the Mathematic teaching has to be as criteria, the application and the direct relationship with the students currently life. Therefore, we understand that is necessary and urgent a debate that, mainly, takes into account the genesis and the historical development of the mathematical knowledge from the dialectical-materialist approach. The intention is to instigate the debate on the objectives and improve the development of the pedagogical praxis which has as foundation in an omni-lateral human formation.La presente investigación, de carácter bibliográfico, presenta un debate sobre la categoría de utilidad en el ámbito de la Educación Matemática, en particular, en el ámbito de la Pedagogía Histórico-Crítica. A partir de esto, el problema de investigación se expresó en la siguiente pregunta: ¿cómo la categoría utilidad pública es entendida en el ámbito de la de la Educación Matemática, desde la perspectiva de la Pedagogía Histórico-Crítica? Así, el objetivo fue comprender la categoría de utilidad en el campo de los estudios de Educación Matemática, de manera especial, a partir de las bases teóricas y metodológicas que sustentan la Pedagogía Histórico-Crítica. En un primer momento analizamos la referida tendencia y sus posibles implicaciones en la Educación Matemática. Verificamos que la utilidad no se ve en el sentido inmediato, sino por la relación que se establece entre individuo-sociedad-género. De esta forma, la citada Pedagogía se contrapone a otras, de carácter utilitario-pragmatistas, que imputan al conocimiento matemático una esencia basada en la inmediatez de la vida cotidiana. A través de este entendimiento, se corre el riesgo de transformar la Matemática en una ciencia que resuma su validez en sus meras aplicaciones prácticas inmediatas, convirtiéndolas en el verdadero criterio de los conceptos matemáticos. Como implicación, la enseñanza de la matemática tendría como criterio la aplicación y relación directa con la vida cotidiana de los estudiantes. Por lo tanto, consideramos necesario y urgente un debate que se paute en la génesis y en el desarrollo histórico del conocimiento matemático, a partir de una interpretación dialéctico-materialista. La intención es instigar las discusiones con la finalidad de mejorar el desarrollo de la praxis pedagógica que tenga como fundamento una formación humana omnilateral.A presente pesquisa, de cunho bibliográfico, apresenta um debate sobre a categoria utilidade no âmbito da Educação Matemática, em especial no âmbito da Pedagogia Histórico-Crítica. A partir disso, o problema de pesquisa se expressou no seguinte questionamento: como a categoria utilidade é entendida no âmbito da Educação Matemática a partir do prisma da Pedagogia Histórico-Crítica? Assim, o objetivo foi compreender a categoria utilidade no campo de estudos da Educação Matemática, de modo especial, a partir das bases teórico-metodológicas que fundamentam a Pedagogia Histórico-Crítica. No primeiro momento, analisamos a referida tendência e suas possíveis implicações na Educação Matemática. Verificamos que a utilidade não é vista no sentido imediato, mas pela relação que se estabelece entre indivíduo-sociedade-gênero. Desse modo, a referida Pedagogia se contrapõe a outras, de cunho utilitário-pragmatistas, que imputam ao conhecimento matemático uma essência pautada na imediaticidade da vida cotidiana. Por meio desse entendimento, corre-se o risco de transformar a Matemática em uma ciência que resume sua validade por suas meras aplicações práticas imediatas, tornando-as critério de verdade dos conceitos matemáticos. Como implicação, o ensino da Matemática teria como critérios a aplicação e o relacionamento direto com a vida cotidiana dos estudantes. Portanto, consideramos necessário e urgente um debate que se paute na gênese e no desenvolvimento histórico do conhecimento matemático a partir de uma interpretação dialético-materialista. A intenção é instigar as discussões com a finalidade de aprimorar o desenvolvimento da práxis pedagógica que tenha como fundamento uma formação humana omnilateral.Research, Society and Development2021-02-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1267610.33448/rsd-v10i2.12676Research, Society and Development; Vol. 10 No. 2; e32410212676Research, Society and Development; Vol. 10 Núm. 2; e32410212676Research, Society and Development; v. 10 n. 2; e324102126762525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/12676/11317Copyright (c) 2021 Iuri Kieslarck Spacek; William Casagrande Candiottohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess Spacek, Iuri KieslarckCandiotto, William Casagrande 2021-03-02T09:32:39Zoai:ojs.pkp.sfu.ca:article/12676Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:34:11.451511Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The utility category subjacent in the Mathematical Education tendencies: a debate from the Historical-Critical Pedagogy La categoría de utilidad subyacente a las tendencias en Educación Matemática: discusión a partir de la Pedagogía Histórico-Crítica A categoria utilidade subjacente às tendências em Educação Matemática: discussão a partir da Pedagogia Histórico-Crítica |
title |
The utility category subjacent in the Mathematical Education tendencies: a debate from the Historical-Critical Pedagogy |
spellingShingle |
The utility category subjacent in the Mathematical Education tendencies: a debate from the Historical-Critical Pedagogy Spacek, Iuri Kieslarck Educação Matemática Utilidade Pedagogia histórico-crítica. Educación Matemática Utilidad Pedagogía histórico-crítica. Mathematical Education Utility Historical-critical pedagogy. |
title_short |
The utility category subjacent in the Mathematical Education tendencies: a debate from the Historical-Critical Pedagogy |
title_full |
The utility category subjacent in the Mathematical Education tendencies: a debate from the Historical-Critical Pedagogy |
title_fullStr |
The utility category subjacent in the Mathematical Education tendencies: a debate from the Historical-Critical Pedagogy |
title_full_unstemmed |
The utility category subjacent in the Mathematical Education tendencies: a debate from the Historical-Critical Pedagogy |
title_sort |
The utility category subjacent in the Mathematical Education tendencies: a debate from the Historical-Critical Pedagogy |
author |
Spacek, Iuri Kieslarck |
author_facet |
Spacek, Iuri Kieslarck Candiotto, William Casagrande |
author_role |
author |
author2 |
Candiotto, William Casagrande |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Spacek, Iuri Kieslarck Candiotto, William Casagrande |
dc.subject.por.fl_str_mv |
Educação Matemática Utilidade Pedagogia histórico-crítica. Educación Matemática Utilidad Pedagogía histórico-crítica. Mathematical Education Utility Historical-critical pedagogy. |
topic |
Educação Matemática Utilidade Pedagogia histórico-crítica. Educación Matemática Utilidad Pedagogía histórico-crítica. Mathematical Education Utility Historical-critical pedagogy. |
description |
The present research, bibliographical nature, sets forth a debate on the category utility in the circle of Mathematics Educations Studies, in special in the Historical-Critical Pedagogy. As from, the research problem emerges from the following question: How is utility category understood in the circle of Mathematics Education Studies from the Historical-Critical Pedagogy views? Thus, the objective was to understand the utility category in the fields of Mathematics Educations Studies, in special, from the theoretical-methodological basis that are underlined in the Historical-Critical Pedagogy. First of all, we analyzed the referred tendency and its possible implications in the Mathematical Education. We checked that the utility is not learned in an immediate way, but by its relation that has its expression as an individual-society-human gender. So, the referred Pedagogy has contraposition with others, with pragmatical and utilities views, which undergoes within a conception that the mathematical knowledge has an essence linked to the immediacies of the current life. Through this understanding, there is a risk in transforming the Mathematics to a science that only incurs into validity because its simple practical immediacies applications, turning them into a true criterion of the math concepts. As implications, the Mathematic teaching has to be as criteria, the application and the direct relationship with the students currently life. Therefore, we understand that is necessary and urgent a debate that, mainly, takes into account the genesis and the historical development of the mathematical knowledge from the dialectical-materialist approach. The intention is to instigate the debate on the objectives and improve the development of the pedagogical praxis which has as foundation in an omni-lateral human formation. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-02-17 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/12676 10.33448/rsd-v10i2.12676 |
url |
https://rsdjournal.org/index.php/rsd/article/view/12676 |
identifier_str_mv |
10.33448/rsd-v10i2.12676 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/12676/11317 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Iuri Kieslarck Spacek; William Casagrande Candiotto https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Iuri Kieslarck Spacek; William Casagrande Candiotto https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 2; e32410212676 Research, Society and Development; Vol. 10 Núm. 2; e32410212676 Research, Society and Development; v. 10 n. 2; e32410212676 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052783883452416 |