QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Travessias (Cascavel. Online) |
Texto Completo: | https://e-revista.unioeste.br/index.php/travessias/article/view/3272 |
Resumo: | The present article proposes a discussion about the formation of teachers ofMathematics. At the beginning I present a humanistic, Pythagorean and Platonic vision of theformation, as seen by some authors: initial and continuous education and the predominance ofthe Cartesian method in the formation of Mathematics aiming at the ideal teacher ofMathematics. Following that I criticize briefly the initial and the continuous formation basedon Descartes’ idea which is largely used in academia – responsible for the formation ofteachers of Mathematics – and I contrast with humanist authors such as Nietzsche andDeleuze who offered me concepts such as coming to be, Bildung, self becoming, among others, and leaks used by Descartes to increment this discussion. As new openings, I proposealternative ways to think the formation of Mathematics Educator. My initial studies about theformation of teachers of Mathematics were set on the scientific research project SchoolSpace: the school as a space of the formation of the teacher of Mathematics, started on 2006 fomented and sponsored by CNPq and FAPEMIG, coordinated and oriented Professor SôniaMaria Clareto and continued with other approaches in my graduated course. |
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QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTSA FORMAÇÃO DO PROFESSOR DE MATEMÁTICA EM QUESTÃO: ALGUNS DESLOCAMENTOSEducação MatemáticaSubjetividadeFormação de ProfessoresDeleuze.The present article proposes a discussion about the formation of teachers ofMathematics. At the beginning I present a humanistic, Pythagorean and Platonic vision of theformation, as seen by some authors: initial and continuous education and the predominance ofthe Cartesian method in the formation of Mathematics aiming at the ideal teacher ofMathematics. Following that I criticize briefly the initial and the continuous formation basedon Descartes’ idea which is largely used in academia – responsible for the formation ofteachers of Mathematics – and I contrast with humanist authors such as Nietzsche andDeleuze who offered me concepts such as coming to be, Bildung, self becoming, among others, and leaks used by Descartes to increment this discussion. As new openings, I proposealternative ways to think the formation of Mathematics Educator. My initial studies about theformation of teachers of Mathematics were set on the scientific research project SchoolSpace: the school as a space of the formation of the teacher of Mathematics, started on 2006 fomented and sponsored by CNPq and FAPEMIG, coordinated and oriented Professor SôniaMaria Clareto and continued with other approaches in my graduated course.O disposto artigo propõe uma discussão acerca da formação de professores dematemática. Inicialmente, exponho uma visão humanista, pitagórica e platônica da formação,como é vista por alguns autores: formação inicial e continuada, e a predominância do métodocartesiano na formação de matemática com o intuito de alcançarem o professor de matemáticaideal. Após, faço uma crítica breve em relação à formação inicial e continuada; sobre a idéia deDescartes bastante utilizada no espaço acadêmico – responsabilizado pela formação delicenciados em matemática –; e ponho em debate, com tais autores humanistas, Nietzsche eDeleuze, onde irei roubar conceitos como devir, Bildung, tornar-se o que se é, entre outros, e pinçar linhas de fuga utilizadas por Descartes para temperar essa discussão. E, como novasaberturas, disponho caminhos alternativos para se pensar o tornar-se educador matemático.Ocomeço dos meus estudos sobre formação de professores de matemática originou-se do projetode pesquisa em iniciação científica Espaço Escolar: a escola como espaço de formação do professor de matemática que se iniciou em 2006 com o apoio do CNPq e da FAPEMIG, sob orientação daProfª Sônia Maria Clareto, e tal estudo é seguido, com outras abordagens, na pós-graduação.Unioeste2009-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://e-revista.unioeste.br/index.php/travessias/article/view/3272Travessias; Vol. 3 No. 1 (2009)Travessias; Vol. 3 Núm. 1 (2009)Travessias; v. 3 n. 1 (2009)1982-5935reponame:Travessias (Cascavel. Online)instname:Universidade Estadual do Oeste do Paraná (Unioeste)instacron:Unioesteporhttps://e-revista.unioeste.br/index.php/travessias/article/view/3272/2585Copyright (c) 2009 Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob CC-BY-NC-SA 4.0 que permite o compartilhamento do trabalho com indicação da autoria e publicação inicial nesta revistainfo:eu-repo/semantics/openAccessDias de Carvalho, Bruna2020-12-08T11:43:14Zoai:ojs.e-revista.unioeste.br:article/3272Revistahttps://e-revista.unioeste.br/index.php/travessiasPUBhttps://e-revista.unioeste.br/index.php/travessias/oairevista.travessias@unioeste.br1982-59351982-5935opendoar:2020-12-08T11:43:14Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste)false |
dc.title.none.fl_str_mv |
QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS A FORMAÇÃO DO PROFESSOR DE MATEMÁTICA EM QUESTÃO: ALGUNS DESLOCAMENTOS |
title |
QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS |
spellingShingle |
QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS Dias de Carvalho, Bruna Educação Matemática Subjetividade Formação de Professores Deleuze. |
title_short |
QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS |
title_full |
QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS |
title_fullStr |
QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS |
title_full_unstemmed |
QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS |
title_sort |
QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS |
author |
Dias de Carvalho, Bruna |
author_facet |
Dias de Carvalho, Bruna |
author_role |
author |
dc.contributor.author.fl_str_mv |
Dias de Carvalho, Bruna |
dc.subject.por.fl_str_mv |
Educação Matemática Subjetividade Formação de Professores Deleuze. |
topic |
Educação Matemática Subjetividade Formação de Professores Deleuze. |
description |
The present article proposes a discussion about the formation of teachers ofMathematics. At the beginning I present a humanistic, Pythagorean and Platonic vision of theformation, as seen by some authors: initial and continuous education and the predominance ofthe Cartesian method in the formation of Mathematics aiming at the ideal teacher ofMathematics. Following that I criticize briefly the initial and the continuous formation basedon Descartes’ idea which is largely used in academia – responsible for the formation ofteachers of Mathematics – and I contrast with humanist authors such as Nietzsche andDeleuze who offered me concepts such as coming to be, Bildung, self becoming, among others, and leaks used by Descartes to increment this discussion. As new openings, I proposealternative ways to think the formation of Mathematics Educator. My initial studies about theformation of teachers of Mathematics were set on the scientific research project SchoolSpace: the school as a space of the formation of the teacher of Mathematics, started on 2006 fomented and sponsored by CNPq and FAPEMIG, coordinated and oriented Professor SôniaMaria Clareto and continued with other approaches in my graduated course. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-04-30 |
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://e-revista.unioeste.br/index.php/travessias/article/view/3272 |
url |
https://e-revista.unioeste.br/index.php/travessias/article/view/3272 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://e-revista.unioeste.br/index.php/travessias/article/view/3272/2585 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unioeste |
publisher.none.fl_str_mv |
Unioeste |
dc.source.none.fl_str_mv |
Travessias; Vol. 3 No. 1 (2009) Travessias; Vol. 3 Núm. 1 (2009) Travessias; v. 3 n. 1 (2009) 1982-5935 reponame:Travessias (Cascavel. Online) instname:Universidade Estadual do Oeste do Paraná (Unioeste) instacron:Unioeste |
instname_str |
Universidade Estadual do Oeste do Paraná (Unioeste) |
instacron_str |
Unioeste |
institution |
Unioeste |
reponame_str |
Travessias (Cascavel. Online) |
collection |
Travessias (Cascavel. Online) |
repository.name.fl_str_mv |
Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste) |
repository.mail.fl_str_mv |
revista.travessias@unioeste.br |
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