A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/5804 http://hdl.handle.net/11449/73275 |
Resumo: | In a large metropolis, students from different neighbourhoods can experience very different life opportunities. This can influence their attitude towards schooling and learning, including the learning of mathematics. We interviewed a group of six students from a favela in a large city in the interior of the state of São Paulo in Brazil. We invited the students to look into their future and explore whether or not there could be learning motives that linked mathematics in school to possible out-of-school practices, either in terms of possible future jobs or further studies. We identified some themes in the students' descriptions of their experiences. The first theme is discrimination. The students feel discriminated against due to the fact that they come from a poor neighbourhood. They fear being trapped in some stereotypes. The second theme is escape. There is a strong motivation to begin a new life away from the favela. A third theme concerns the obscurity of mathematics. It seems clear to everybody that education is relevant to ensure a change in life. However, the mathematics lessons do not provide any clues regarding how mathematics might function is this respect. The fourth theme is uncertainty with respect to the future. The students could easily formulate almost unattainable aspirations, while reality might impose some very heavy limitations. In this article we introduce a theoretical framework for discussing the relation between favela students' life conditions in relation to their educational experiences and opportunities. Students' intentions for learning are related to their foregrounds, that is, how they perceive their future possibilities, as made evident to them by their social environment. Students in a favela could experience what we call a borderland position, a relational space where individuals meet their social environment and come to terms with the multiple choices that cultural and economic diversity make available to them. |
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A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileiraLearning mathematics in a borderland position: Students' foregrounds and intentionality in a brazilian favelaBorderland PositionDiscriminationIntentionalityObscurity of MathematicsStudents' ForegroundUncertainty with Respect to the FutureIn a large metropolis, students from different neighbourhoods can experience very different life opportunities. This can influence their attitude towards schooling and learning, including the learning of mathematics. We interviewed a group of six students from a favela in a large city in the interior of the state of São Paulo in Brazil. We invited the students to look into their future and explore whether or not there could be learning motives that linked mathematics in school to possible out-of-school practices, either in terms of possible future jobs or further studies. We identified some themes in the students' descriptions of their experiences. The first theme is discrimination. The students feel discriminated against due to the fact that they come from a poor neighbourhood. They fear being trapped in some stereotypes. The second theme is escape. There is a strong motivation to begin a new life away from the favela. A third theme concerns the obscurity of mathematics. It seems clear to everybody that education is relevant to ensure a change in life. However, the mathematics lessons do not provide any clues regarding how mathematics might function is this respect. The fourth theme is uncertainty with respect to the future. The students could easily formulate almost unattainable aspirations, while reality might impose some very heavy limitations. In this article we introduce a theoretical framework for discussing the relation between favela students' life conditions in relation to their educational experiences and opportunities. Students' intentions for learning are related to their foregrounds, that is, how they perceive their future possibilities, as made evident to them by their social environment. Students in a favela could experience what we call a borderland position, a relational space where individuals meet their social environment and come to terms with the multiple choices that cultural and economic diversity make available to them.Department of Education and Philosophy Aalborg UniversityUniversidade Estadual Paulista (UNESP) Departamento de Matemática, Av. 24-A, 1515, Bela Vista, Rio Claro, SPFaculdade de Filosofia e Ciências Universidade Estadual Paulista (Unesp) Campus de Marília, Rua Cristovão Colombo, 2265, Jardim Nazareth, 15054-000. Sao Jose do Rio Preto, SPDepartment of Learning and Philosophy Aalborg University, Sohngaardsholmsvej 2, DK-9000 AalborgDepartment of Communication Aalborg University, Kroghstræde 1, DK-9220 Aalborg EastUniversidade Estadual Paulista (UNESP) Departamento de Matemática, Av. 24-A, 1515, Bela Vista, Rio Claro, SPFaculdade de Filosofia e Ciências Universidade Estadual Paulista (Unesp) Campus de Marília, Rua Cristovão Colombo, 2265, Jardim Nazareth, 15054-000. Sao Jose do Rio Preto, SPAalborg UniversityUniversidade Estadual Paulista (Unesp)Skovsmose, Ole [UNESP]Scandiuzzi, Pedro Paulo [UNESP]Valero, PaolaAlrø, Helle2014-05-27T11:26:26Z2014-05-27T11:26:26Z2012-04-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article231-260application/pdfhttp://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/5804Bolema - Mathematics Education Bulletin, v. 26, n. 42 A, p. 231-260, 2012.0103-636X1980-4415http://hdl.handle.net/11449/732752-s2.0-848638289052-s2.0-84863828905.pdfScopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporBolema - Mathematics Education Bulletin0,196info:eu-repo/semantics/openAccess2023-10-04T06:02:45Zoai:repositorio.unesp.br:11449/73275Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T13:58:01.997179Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira Learning mathematics in a borderland position: Students' foregrounds and intentionality in a brazilian favela |
title |
A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira |
spellingShingle |
A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira Skovsmose, Ole [UNESP] Borderland Position Discrimination Intentionality Obscurity of Mathematics Students' Foreground Uncertainty with Respect to the Future |
title_short |
A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira |
title_full |
A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira |
title_fullStr |
A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira |
title_full_unstemmed |
A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira |
title_sort |
A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira |
author |
Skovsmose, Ole [UNESP] |
author_facet |
Skovsmose, Ole [UNESP] Scandiuzzi, Pedro Paulo [UNESP] Valero, Paola Alrø, Helle |
author_role |
author |
author2 |
Scandiuzzi, Pedro Paulo [UNESP] Valero, Paola Alrø, Helle |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Aalborg University Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Skovsmose, Ole [UNESP] Scandiuzzi, Pedro Paulo [UNESP] Valero, Paola Alrø, Helle |
dc.subject.por.fl_str_mv |
Borderland Position Discrimination Intentionality Obscurity of Mathematics Students' Foreground Uncertainty with Respect to the Future |
topic |
Borderland Position Discrimination Intentionality Obscurity of Mathematics Students' Foreground Uncertainty with Respect to the Future |
description |
In a large metropolis, students from different neighbourhoods can experience very different life opportunities. This can influence their attitude towards schooling and learning, including the learning of mathematics. We interviewed a group of six students from a favela in a large city in the interior of the state of São Paulo in Brazil. We invited the students to look into their future and explore whether or not there could be learning motives that linked mathematics in school to possible out-of-school practices, either in terms of possible future jobs or further studies. We identified some themes in the students' descriptions of their experiences. The first theme is discrimination. The students feel discriminated against due to the fact that they come from a poor neighbourhood. They fear being trapped in some stereotypes. The second theme is escape. There is a strong motivation to begin a new life away from the favela. A third theme concerns the obscurity of mathematics. It seems clear to everybody that education is relevant to ensure a change in life. However, the mathematics lessons do not provide any clues regarding how mathematics might function is this respect. The fourth theme is uncertainty with respect to the future. The students could easily formulate almost unattainable aspirations, while reality might impose some very heavy limitations. In this article we introduce a theoretical framework for discussing the relation between favela students' life conditions in relation to their educational experiences and opportunities. Students' intentions for learning are related to their foregrounds, that is, how they perceive their future possibilities, as made evident to them by their social environment. Students in a favela could experience what we call a borderland position, a relational space where individuals meet their social environment and come to terms with the multiple choices that cultural and economic diversity make available to them. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-04-01 2014-05-27T11:26:26Z 2014-05-27T11:26:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/5804 Bolema - Mathematics Education Bulletin, v. 26, n. 42 A, p. 231-260, 2012. 0103-636X 1980-4415 http://hdl.handle.net/11449/73275 2-s2.0-84863828905 2-s2.0-84863828905.pdf |
url |
http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/5804 http://hdl.handle.net/11449/73275 |
identifier_str_mv |
Bolema - Mathematics Education Bulletin, v. 26, n. 42 A, p. 231-260, 2012. 0103-636X 1980-4415 2-s2.0-84863828905 2-s2.0-84863828905.pdf |
dc.language.iso.fl_str_mv |
por |
language |
por |
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Bolema - Mathematics Education Bulletin 0,196 |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.format.none.fl_str_mv |
231-260 application/pdf |
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Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
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Universidade Estadual Paulista (UNESP) |
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UNESP |
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UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
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1808128296604401664 |