A terceira margem do rio: o “meio” como abrigo para as matemáticas que transitam pela educação do campo
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–18
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
17
1
17
1
Resumo
Este artigo é fruto de uma pesquisa que busca identificar e analisar algumas pistas sobre relações que são instigadas entre a Educação do Campo e a Educação Matemática. A fim de potencializar nosso pensamento, partimos de um dos contos de Guimaraes Rosa, intitulado “A terceira margem do rio”. Esse entre lugar mobiliza/força nosso pensar e para analisá-lo buscamos identificar o que dizem professores/pesquisadores no campo da Educação Matemática sobre as relações que estabelecem com a Educação do Campo. Para tanto, foram analisados trabalhos publicados no XII Encontro Nacional de Educação Matemática, a partir de algumas ferramentas da análise do discurso na perspectiva do filósofo Michel Foucault. Tais elementos mobilizaram nosso pensar sobre a(s) matemática(s) que serve(m) à Educação do Campo. De um lado a Matemática Acadêmica, na outra margem, a Etnomatemática. Seria possível a invenção de um terceiro espaço que permita encontros e desencontros que evoquem novos sentidos entre as duas margens que parecem “opostas” nas articulações entre Educação Matemática e Educação do Campo? Neste estudo, queremos pensar a potência do meio com os fluxos advindos de ambas as margens e tudo aquilo que a correnteza pode produzir.
his article is the result of research that seeks to identify and analyze some clues about instigated relationships between Countryside Education and Mathematics Education. In order to enhance our thinking, we started from one of Guimaraes Rosa's short stories, entitled "The third bank of the river ". This place mobilizes/forces our thinking and to analyze it we seek to identify what teachers/researchers in the field of Mathematics Education say about the relationships they establish with Countryside Education. To this end, studies published at the XII Encontro Nacional de Educação Matemática were analyzed, using some tools of discourse analysis from the perspective of the philosopher Michel Foucault. Such elements mobilized our thinking about the mathematicsthat serves Countryside Education. On the one hand, Academic Mathematics, on the other, Ethnomathematics. Would it be possible to invent a third space that allows encounters and mismatches that envoke new meanings between the two margins thar seem "opposite" int her articulations between Mathematics Education and Countryside Education? In this study, we want to think about the power of the environment with the flows coming from both banks and everything that the current can produce
his article is the result of research that seeks to identify and analyze some clues about instigated relationships between Countryside Education and Mathematics Education. In order to enhance our thinking, we started from one of Guimaraes Rosa's short stories, entitled "The third bank of the river ". This place mobilizes/forces our thinking and to analyze it we seek to identify what teachers/researchers in the field of Mathematics Education say about the relationships they establish with Countryside Education. To this end, studies published at the XII Encontro Nacional de Educação Matemática were analyzed, using some tools of discourse analysis from the perspective of the philosopher Michel Foucault. Such elements mobilized our thinking about the mathematicsthat serves Countryside Education. On the one hand, Academic Mathematics, on the other, Ethnomathematics. Would it be possible to invent a third space that allows encounters and mismatches that envoke new meanings between the two margins thar seem "opposite" int her articulations between Mathematics Education and Countryside Education? In this study, we want to think about the power of the environment with the flows coming from both banks and everything that the current can produce
Descrição
Palavras-chave
Educação atemática, Educação do campo, Etnomatemática, Mathematics education, Countryside education, Ethnomathematic
Citação
SARTORi, Alice Stephanie Tapia; DUARTE, Claudia Glavam. A terceira margem do rio: o “meio” como abrigo para as matemáticas que transitam pela educação do campo. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 17, n. 1, p. 1–18. 2022. https://doi.org/10.5007/1981-1322.2022.e81950. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/81950/48399. Acesso em: 2023-09-18