Tipo de documento
Autores
Lista de autores
Espasandin, Lopes y Fernando, Carneiro
Resumen
This paper presents some theoretical reflections on the discussions carried out in the articles of this issue. It aims to contribute to the discussions on social justice and mathematical education, a topic that has been debated nationally and internationally. A diverse panorama is presented from the articles produced by Brazilian researchers on the subject.
Fecha
2019
Tipo de fecha
Estado publicación
Términos clave
Otro (fundamentos) | Sociopolíticos | Teoría social del aprendizaje | Teorías sociológicas
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
9
Número
1
Rango páginas (artículo)
2-7
ISSN
22380345
Referencias
Apple, M. (1992). Do the standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412– 431. Bartell, T. G. (2013). Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals. Journal for Research in Mathematics Education, Vol. 44, No. 1, Equity Special Issue (January 2013), pp. 129-163. Bourdieu, P. (1999). A escola conservadora: as desigualdades frente à escola e à cultura. In: Nogueira, M. A. & Catani, A. M. Escritos de educação. Petrópolis: Vozes. Burton, L. (Ed.) (2003). Which way social justice in mathematics education: International perspectives on mathematics education. Westport, CT: Praeger Publishers. Chapman, T. K. & Hobbel, N. (Eds.). (2010). Social justice pedagogy across the curriculum: The practice of freedom. New York: Routledge. Chomsky, N. Réquiem para o sonho americano: os 10 princípios de concentração de riqueza & poder. Rio de Janeiro: Bertrand Brasil, 2018. 3ª.ed. D’Ambrosio, U. (2008). O Programa Etnomatemática: uma síntese. Acta Scientiae. Canoas, v.10, n. 1, p. 7 – 16, jan./jun. 2008. Frankenstein, M. (1987). Critical mathematics education: An application of Paulo Freire's Epistemology. In I. Shor (Ed.) Freire for the classroom: A sourcebook for liberatory teaching (pp. 180-210). Portsmouth: Heineman. Freire, P. (2011). Pedagogia do Oprimido. São Paulo: Paz e Terra. 50ª. Ed. Gutiérrez, R. (2002). Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematical Thinking and Learning, 4(2 & 3), 145–187. doi:10.1207/ S15327833MTL04023_4. Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34(1). 37-73. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author. Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht, the Netherlands: Kluwer. Sriraman, B. (ed.) (2008). International perspectives on social justice in mathematics education. Charlotte: Information Age Publishing & The Montana Council of Teachers of Mathematics. Valero, P. (2018). Justicia Social y Educación Matemática. Ripem, 8, 3, 40-56.