John Dewey, Edgar Morin and Mathematics Education

Detalhes bibliográficos
Autor(a) principal: Levy, Lênio Fernandes
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/5548
Resumo: In this text, aspects of the rationalist epistemological current and empiricist epistemological current are approached, as well as the (existing and/or engenderable) relationships between them, which culminated and culminate in the interactionist philosophical conception. We indicate approximations and distances between rationalism and empiricism, taking as a reference, for this purpose, Morinian complex principles. We aim to underline elements of the Deweyan interactionist view deemed compatible with the theory of knowledge defended by Morin. We also seek to highlight the influence of John Dewey regarding the creation of the notions of reflective teacher and researcher teacher, emphasizing that these two figures of teacher turn to face the uncertainties inherent to the complexity of nature, life, society, and man. Finally, in this article, we advocate that the highlighting of links between Dewey's and Morin's ideas makes it possible for Mathematics to be better understood, even in epistemic terms, by teachers and learners. The work exposed in the following pages is of an eminently theoretical nature.
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spelling John Dewey, Edgar Morin and Mathematics EducationJohn Dewey, Edgar Morin y la Educación MatemáticaJohn Dewey, Edgar Morin e Educação MatemáticaDeweyMorinComplexidadeEducação MatemáticaDeweyMorinComplexityMathematics EducationDeweyMorínComplejidadEducación MatemáticaIn this text, aspects of the rationalist epistemological current and empiricist epistemological current are approached, as well as the (existing and/or engenderable) relationships between them, which culminated and culminate in the interactionist philosophical conception. We indicate approximations and distances between rationalism and empiricism, taking as a reference, for this purpose, Morinian complex principles. We aim to underline elements of the Deweyan interactionist view deemed compatible with the theory of knowledge defended by Morin. We also seek to highlight the influence of John Dewey regarding the creation of the notions of reflective teacher and researcher teacher, emphasizing that these two figures of teacher turn to face the uncertainties inherent to the complexity of nature, life, society, and man. Finally, in this article, we advocate that the highlighting of links between Dewey's and Morin's ideas makes it possible for Mathematics to be better understood, even in epistemic terms, by teachers and learners. The work exposed in the following pages is of an eminently theoretical nature.En este texto se abordan aspectos de las corrientes epistemológicas racionalista y empirista, así como las relaciones (existentes y/o engendrables) entre ellas, que culminaron y culminan en la concepción filosófica interaccionista. Se indican aproximaciones y distancias entre el racionalismo y el empirismo, tomando como referencia, para ello, principios complejos morinianos. Se pretende subrayar elementos de la visión interaccionista deweyana que se consideran compatibles con la teoría del conocimiento defendida por Morin. También se busca resaltar la influencia de John Dewey en cuanto a la creación de las nociones de docente reflexivo y docente investigador, destacando que estos dos tipos de professores están enfocados en enfrentar las incertidumbres inherentes a la complejidad de la naturaleza, la vida, la sociedad y el hombre. Finalmente, en este artículo, se argumenta que resaltar los vínculos entre las ideas de Dewey y Morin hace posible que las matemáticas sean mejor comprendidas, incluso en términos epistémicos, por profesores y alumnos. El trabajo expuesto en las siguientes páginas es de carácter eminentemente teórico.Neste texto, abordam-se aspectos das correntes epistemológicas racionalista e empirista, bem como relações (existentes e/ou engendráveis) entre elas, as quais culminaram e culminam com a concepção filosófica interacionista. Indicam-se aproximações e distanciamentos entre o racionalismo e o empirismo, tomando-se como referencial, para tanto, princípios complexos morinianos. Almeja-se sublinhar elementos da visão interacionista deweyana julgados compatíveis com a teoria do conhecimento defendida por Morin. Busca-se ressaltar, igualmente, a influência de John Dewey no que tange à criação das noções de professor reflexivo e de professor pesquisador, frisando-se que essas duas figuras de professor se voltam para o enfrentamento das incertezas inerentes à complexidade da natureza, da vida, da sociedade e do homem. Advoga-se, enfim, no presente artigo, que o realce de liames entre os ideários de Dewey e de Morin possibilita que a Matemática seja mais bem compreendida, inclusive em termos epistêmicos, por ensinantes e aprendentes. O trabalho exposto nas próximas laudas é de cunho eminentemente teórico.Editora Unimontes2022-10-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/554810.46551/emd.v6n12a17Educação Matemática Debate; v. 6 n. 12 (2022): jan./dez.; 1-162526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/5548/5959https://www.periodicos.unimontes.br/index.php/emd/article/view/5548/5854https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessLevy, Lênio Fernandes2024-03-27T15:13:30Zoai:ojs2.periodicos.unimontes.br:article/5548Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2024-03-27T15:13:30Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv John Dewey, Edgar Morin and Mathematics Education
John Dewey, Edgar Morin y la Educación Matemática
John Dewey, Edgar Morin e Educação Matemática
title John Dewey, Edgar Morin and Mathematics Education
spellingShingle John Dewey, Edgar Morin and Mathematics Education
Levy, Lênio Fernandes
Dewey
Morin
Complexidade
Educação Matemática
Dewey
Morin
Complexity
Mathematics Education
Dewey
Morín
Complejidad
Educación Matemática
title_short John Dewey, Edgar Morin and Mathematics Education
title_full John Dewey, Edgar Morin and Mathematics Education
title_fullStr John Dewey, Edgar Morin and Mathematics Education
title_full_unstemmed John Dewey, Edgar Morin and Mathematics Education
title_sort John Dewey, Edgar Morin and Mathematics Education
author Levy, Lênio Fernandes
author_facet Levy, Lênio Fernandes
author_role author
dc.contributor.author.fl_str_mv Levy, Lênio Fernandes
dc.subject.por.fl_str_mv Dewey
Morin
Complexidade
Educação Matemática
Dewey
Morin
Complexity
Mathematics Education
Dewey
Morín
Complejidad
Educación Matemática
topic Dewey
Morin
Complexidade
Educação Matemática
Dewey
Morin
Complexity
Mathematics Education
Dewey
Morín
Complejidad
Educación Matemática
description In this text, aspects of the rationalist epistemological current and empiricist epistemological current are approached, as well as the (existing and/or engenderable) relationships between them, which culminated and culminate in the interactionist philosophical conception. We indicate approximations and distances between rationalism and empiricism, taking as a reference, for this purpose, Morinian complex principles. We aim to underline elements of the Deweyan interactionist view deemed compatible with the theory of knowledge defended by Morin. We also seek to highlight the influence of John Dewey regarding the creation of the notions of reflective teacher and researcher teacher, emphasizing that these two figures of teacher turn to face the uncertainties inherent to the complexity of nature, life, society, and man. Finally, in this article, we advocate that the highlighting of links between Dewey's and Morin's ideas makes it possible for Mathematics to be better understood, even in epistemic terms, by teachers and learners. The work exposed in the following pages is of an eminently theoretical nature.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-24
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info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/5548
10.46551/emd.v6n12a17
url https://www.periodicos.unimontes.br/index.php/emd/article/view/5548
identifier_str_mv 10.46551/emd.v6n12a17
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/5548/5959
https://www.periodicos.unimontes.br/index.php/emd/article/view/5548/5854
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info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 6 n. 12 (2022): jan./dez.; 1-16
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
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institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
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