Conceitos de desvio positivo na ação pedagógica do programa etnomatemática
Tipo de documento
Autores
Lista de autores
Rosa, Milton y Orey, Daniel Clark
Resumen
Um importante dilema em educação matemática é o seu contundente viés contra uma orientação local em seu paradigma de pesquisa. Assim, a busca por metodologias inovadoras como a etnomatemática é necessária para registrar formas históricas de ideias, procedimentos e práticas matemáticas desenvolvidas em contextos culturais diversos. É importante ressaltar que o programa etnomatemática não é uma tentativa de substituir a matemática acadêmica, mas, ao mesmo tempo, é necessário reconhecer a existência de conhecimentos matemáticos locais no currículo de matemática. Nesse contexto, a insubordinação desencadeada pela etnomatemática é criativa, pois evoca um distúrbio que desencadeia uma revisão das regras e regulamentos do currículo matemático. Esse contexto permite que os professores utilizem o desvio positivo para desenvolverem ações para lidar com essas normas. Assim, o desvio positivo envolve um ato intencional de quebrar as regras para servir um bem maior. Esse potencializa crescimento contínuo do debate sobre a natureza da matemática em relação à cultura uma vez que propõe um diálogo entre as abordagens locais e globais para a construção do conhecimento matemático.
Fecha
2017
Tipo de fecha
Estado publicación
Términos clave
Diseño | Etnomatemática | Noción | Otro (procesos cognitivos)
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
8
Número
4
Rango páginas (artículo)
62-79
Referencias
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