Sobre a identidade do Centro de Educação Matemática (CEM): acidentes de uma leitura cartesiana

• Autor(a) principal: Silva, Heloísa da
• Data de Publicação: 2011
• Outros Autores: Garnica, Antonio Vicente Marafioti [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.periodicos.ulbra.br/index.php/acta/article/view/10; http://hdl.handle.net/11449/134644
• topic: CEM; Mathematics Education; Identity; Oral History; Cartesian Standpoint; CEM; Educação Matemática; Identidade; História Oral; Leitura; Cartesiana

In this paper we present results of research conducted on the constitution of the identity of CEM (Centre for Mathematics Education), a group of mathematics teacher educators from the city of São Paulo, Brazil (1984-1997). We emphasize the processes of constitution of CEM’s identities, on the perspective of Oral History in Mathematics Education, of the Model of Semantic Fields and of theories of identities. As part of the broader endeavor of examining possibilities for constituting identities for the group, from several theoretical standpoints, here we report an exercise on constituting the identity of CEM from a Cartesian standpoint; the overall assumption is that we are not properly interested in what CEM is or was, but on the possibilities themselves. We argue that such analysis leads to an understanding of the group as being an accident involving the individual identities of its members but not to an understanding of CEM’s group identity as such.