Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.53
Alexandrina Monteiro, Renato Bellotti Senicato
O objetivo desse texto é discutir a educação em tempos de pandemia frente ao fato de que, de forma abrupta e sem qualquer planejamento prévio, nós, professores e alunos, fomos deslocados espacialmente de nossas costumeiras salas de aula para as salas e quartos de nossas casas. Como se não bastasse, nos vimos diante do desafio de rapidamente nos submetermos a novas formas de conviver, ensinar e aprender. A impotência frente a essa situação e a insegurança sobre o que fazer e como encaminhar as atividades acadêmicas, questões sobre o que fazer diante e como ensinar de forma remota tem ocupado grande parte de nosso tempo. A partir da perspectiva da filosofia da diferença e com apoio das leituras de autores como Deleuze, Gallo, Clareto, entre outros, advogamos nesse texto a emergência de que, apesar desse cenário caótico, é necessário criar espaços para buscarmos novos modos de pensar a educação para além da pandemia. O desafio posto então é pensar sobre como esse acontecimento que emerge com a pandemia pode ser potente para promover uma participação política capaz de gerar novas formas de governo da vida.
{"title":"Educação (matemática) em tempos de pandemia:","authors":"Alexandrina Monteiro, Renato Bellotti Senicato","doi":"10.22267/RELATEM.20131.53","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.53","url":null,"abstract":"O objetivo desse texto é discutir a educação em tempos de pandemia frente ao fato de que, de forma abrupta e sem qualquer planejamento prévio, nós, professores e alunos, fomos deslocados espacialmente de nossas costumeiras salas de aula para as salas e quartos de nossas casas. Como se não bastasse, nos vimos diante do desafio de rapidamente nos submetermos a novas formas de conviver, ensinar e aprender. A impotência frente a essa situação e a insegurança sobre o que fazer e como encaminhar as atividades acadêmicas, questões sobre o que fazer diante e como ensinar de forma remota tem ocupado grande parte de nosso tempo. A partir da perspectiva da filosofia da diferença e com apoio das leituras de autores como Deleuze, Gallo, Clareto, entre outros, advogamos nesse texto a emergência de que, apesar desse cenário caótico, é necessário criar espaços para buscarmos novos modos de pensar a educação para além da pandemia. O desafio posto então é pensar sobre como esse acontecimento que emerge com a pandemia pode ser potente para promover uma participação política capaz de gerar novas formas de governo da vida.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89144508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.51
Thiago Donda Rodrigues, Marcos Lübeck
The objective in this paper is present reflections based on the analysis of the results of a research carried out with eight Basic Education teachers who work in different socio-cultural contexts, such as Indigenous School Education, Rural School Education, Special and Inclusive Education, Youth and Adults Education, among others, in different cities and regions of Brazil. The intention is to present evidence of how School Education is trying to happen in these times of social isolation; what are the educational challenges and implications faced by educators and their students; how mathematics education is being practiced and; how the Ethnomathematics can be mobilized. The information that supports the discussions permeate the answers to a questionnaire sent remotely and its assessment happens qualitatively through approximations with the discursive textual analysis. It is an exploratory research and the data indicate that schools and teachers are active, implementing remote practices and classes using different technologies, despite their limitations and difficulties, trying to include everyone with a dynamic and quality Mathematics Education, and as far as possible, mobilizing the Ethnomathematics, even in the face of uncertain adversities and consequences.
{"title":"Escola, Educação Inclusiva e Etnomatemática em Tempos de Isolamento Social","authors":"Thiago Donda Rodrigues, Marcos Lübeck","doi":"10.22267/RELATEM.20131.51","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.51","url":null,"abstract":"The objective in this paper is present reflections based on the analysis of the results of a research carried out with eight Basic Education teachers who work in different socio-cultural contexts, such as Indigenous School Education, Rural School Education, Special and Inclusive Education, Youth and Adults Education, among others, in different cities and regions of Brazil. The intention is to present evidence of how School Education is trying to happen in these times of social isolation; what are the educational challenges and implications faced by educators and their students; how mathematics education is being practiced and; how the Ethnomathematics can be mobilized. The information that supports the discussions permeate the answers to a questionnaire sent remotely and its assessment happens qualitatively through approximations with the discursive textual analysis. It is an exploratory research and the data indicate that schools and teachers are active, implementing remote practices and classes using different technologies, despite their limitations and difficulties, trying to include everyone with a dynamic and quality Mathematics Education, and as far as possible, mobilizing the Ethnomathematics, even in the face of uncertain adversities and consequences.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44006347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.44
M. Fantinato, Adriano Vargas Freitas, J. Dias
The article starts from the verification of a growing process of remote teaching in the education of young people and adults (EJA), without ensuring that the educational process is done in a way that respects the specificities of students and teachers. Through analyzes based on theories of decoloniality associated with ethnomathematics, we verify that this process has meant the acceleration of the invisibility of EJA. It has often culminated in new distances for these students from the formal educational process. These and other problems are present in the reports obtained from teachers and other professionals who work at EJA, as well as from the students themselves. We could verify the information coming from research developed by the EJA Rio Forum, as well as from research made with groups formed in communication applications. Among the results, we can perceive that the adaptation difficulties experienced by EJA students in relation to the new forms of pedagogical practices, have directly interfered in their monitoring of these activities, due, in particular, to the contexts of great social inequality and vulnerability they live in.
{"title":"\"Não olha para a cara da gente\":","authors":"M. Fantinato, Adriano Vargas Freitas, J. Dias","doi":"10.22267/RELATEM.20131.44","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.44","url":null,"abstract":"The article starts from the verification of a growing process of remote teaching in the education of young people and adults (EJA), without ensuring that the educational process is done in a way that respects the specificities of students and teachers. Through analyzes based on theories of decoloniality associated with ethnomathematics, we verify that this process has meant the acceleration of the invisibility of EJA. It has often culminated in new distances for these students from the formal educational process. These and other problems are present in the reports obtained from teachers and other professionals who work at EJA, as well as from the students themselves. We could verify the information coming from research developed by the EJA Rio Forum, as well as from research made with groups formed in communication applications. Among the results, we can perceive that the adaptation difficulties experienced by EJA students in relation to the new forms of pedagogical practices, have directly interfered in their monitoring of these activities, due, in particular, to the contexts of great social inequality and vulnerability they live in.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47183579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.39
Caroline Osório, M. Silva
Este articulo parte de la concepcion de una escuela en crisis que empeoro en tiempos de la pandemia causadapor el virus "Covid-19" y que ha creado varios desafios para la Educacion (Matematica) en Brasil,especialmente despues de la publicacion de las Directrices para las escuelas durante la pandemia,publicadas por el Ministerio de Educacion, que autorizo a las escuelas para desarrollar actividades deensenanza de forma remota. Partimos de algunos academicos que asocian esta crisis de la educacion escolarcon el agotamiento del llamado proyecto Modernidad/Colonialidad, para pensar en una Educacion(Matematica) que no este subyugada a el, sino que, basada en movimientos de desobediencia politicoepistemica, estudie los conocimientos matematicos vinculados a otras cosmogonias no occidentales. Paraello, presentaremos discursos de ninos, jovenes y familias, asi como imagenes relacionadas con losproblemas y dilemas de la educacion en esta pandemia, que se distribuyeron a traves de los medios decomunicacion y las redes sociales electronicas despues del comienzo del aislamiento social y el cierre delas escuelas publicas de Educacion Basica, procurando tensionar y pensar de diferentes maneras los desafiosy posibilidades de la Educacion (Matematica) en tiempos de una vida diferente causada por los efectos del"Covid-19".
{"title":"Desafios e possibilidades para a Educação (Matemática) em tempos de “Covid-19” numa escola em crise","authors":"Caroline Osório, M. Silva","doi":"10.22267/RELATEM.20131.39","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.39","url":null,"abstract":"Este articulo parte de la concepcion de una escuela en crisis que empeoro en tiempos de la pandemia causadapor el virus \"Covid-19\" y que ha creado varios desafios para la Educacion (Matematica) en Brasil,especialmente despues de la publicacion de las Directrices para las escuelas durante la pandemia,publicadas por el Ministerio de Educacion, que autorizo a las escuelas para desarrollar actividades deensenanza de forma remota. Partimos de algunos academicos que asocian esta crisis de la educacion escolarcon el agotamiento del llamado proyecto Modernidad/Colonialidad, para pensar en una Educacion(Matematica) que no este subyugada a el, sino que, basada en movimientos de desobediencia politicoepistemica, estudie los conocimientos matematicos vinculados a otras cosmogonias no occidentales. Paraello, presentaremos discursos de ninos, jovenes y familias, asi como imagenes relacionadas con losproblemas y dilemas de la educacion en esta pandemia, que se distribuyeron a traves de los medios decomunicacion y las redes sociales electronicas despues del comienzo del aislamiento social y el cierre delas escuelas publicas de Educacion Basica, procurando tensionar y pensar de diferentes maneras los desafiosy posibilidades de la Educacion (Matematica) en tiempos de una vida diferente causada por los efectos del\"Covid-19\".","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45471594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.40
V. Giraldo, D. Matos, Wellerson Quintaneiro
In the current global political and social scenario, on the one hand, especially in Brazil, scientific negationism has contributed to sustain necropolitics; and, on the other hand, ways of being in the world associated with a hegemonic notion of progress have been associated with the covid-19 pandemic, as well as with other imminent environmental and social crises. In this sense, other forms of knowledge, especially the ones from historically invisible peoples and cultures, can inspire paths that are more sustainable than the ones associated with hegemonic epistemologies. In this paper, we propose some reflections upon these two facets from a perspective of modernity/coloniality (e.g. Quijano, 2000). Provoked by these reflections, and resuming previous works (XXX, 2018, 2019), we discuss the role of mathematics as a school discipline in the production of views on the so-called “exact” sciences and on their role in contemporary societies. Inspired by the Pedagogy of Crossroads and, more specifically, by its concepts of epistemological role and cruzo (Rufino, 2018, 2019), we challenge ourselves to claim a mathematical education in which hegemonic epistemologies and other knowledge are not put in confrontation, but are invited to the game.
{"title":"Entre epistemologias hegemônicas e sabedorias outras: a matemática na encruzilhada","authors":"V. Giraldo, D. Matos, Wellerson Quintaneiro","doi":"10.22267/RELATEM.20131.40","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.40","url":null,"abstract":"In the current global political and social scenario, on the one hand, especially in Brazil, scientific negationism has contributed to sustain necropolitics; and, on the other hand, ways of being in the world associated with a hegemonic notion of progress have been associated with the covid-19 pandemic, as well as with other imminent environmental and social crises. In this sense, other forms of knowledge, especially the ones from historically invisible peoples and cultures, can inspire paths that are more sustainable than the ones associated with hegemonic epistemologies. In this paper, we propose some reflections upon these two facets from a perspective of modernity/coloniality (e.g. Quijano, 2000). Provoked by these reflections, and resuming previous works (XXX, 2018, 2019), we discuss the role of mathematics as a school discipline in the production of views on the so-called “exact” sciences and on their role in contemporary societies. Inspired by the Pedagogy of Crossroads and, more specifically, by its concepts of epistemological role and cruzo (Rufino, 2018, 2019), we challenge ourselves to claim a mathematical education in which hegemonic epistemologies and other knowledge are not put in confrontation, but are invited to the game.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46499819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.46
F. Fernandes, E. Pinto
Considering the situation the world is experiencing during the new coronavirus pandemic, debates have begun in fields such as Biology, Medicine, Technology, Economics and, less expressively, in the field of Human Sciences. In this paper, we intend to present and discuss information that indicates how the black people, particularly the black female population, tends to suffer more severely the effects of the pandemic. At first, we made a survey of reports about the pandemic considering ethnic-racial groups that circulated in Brazil between January and May 2020. Then, we analyze how the mathematics in these reports enable discussions about the historical and current scenario of exploitation and extermination of black people in Brazil. Black women are more vulnerable to the virus in some jobs, such as a domestic or a health worker. Lastly, we propose the rise of a debate in Ethnomathematics in the context of racial inequality, related to an uncritical whiteness, demanding that the scientific-academic space – mostly white – takes responsibility for overcoming racial invisibility and asymmetry in the research.
{"title":"Escravidäo como un etno para matemáticas no Brasil","authors":"F. Fernandes, E. Pinto","doi":"10.22267/RELATEM.20131.46","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.46","url":null,"abstract":"Considering the situation the world is experiencing during the new coronavirus pandemic, debates have begun in fields such as Biology, Medicine, Technology, Economics and, less expressively, in the field of Human Sciences. In this paper, we intend to present and discuss information that indicates how the black people, particularly the black female population, tends to suffer more severely the effects of the pandemic. At first, we made a survey of reports about the pandemic considering ethnic-racial groups that circulated in Brazil between January and May 2020. Then, we analyze how the mathematics in these reports enable discussions about the historical and current scenario of exploitation and extermination of black people in Brazil. Black women are more vulnerable to the virus in some jobs, such as a domestic or a health worker. Lastly, we propose the rise of a debate in Ethnomathematics in the context of racial inequality, related to an uncritical whiteness, demanding that the scientific-academic space – mostly white – takes responsibility for overcoming racial invisibility and asymmetry in the research.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43235056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.55
Elisângela Melo, Gerson Ribeiro Bacury, Mario Peres Mapiama, Plínio Ortiz Fontes, Railton Ixynoa Karajá
Em tempos atuais, a calamidade pela qual passa a humanidade em meio à pandemia causada pelo vírus Covid-19 acarretou o isolamento social, impactando principalmente a área da Educação, por meio da suspensão das atividades disciplinares presenciais nas escolas e universidades brasileiras. Surgiram então alguns obstáculos, como as dificuldades enfrentadas pelos estudantes quanto ao acesso à estrutura mínima para a participação nas aulas por meio das Tecnologias de Informação e Comunicação. É nesse contexto que o presente estudo se pauta para refletir sobre como os indígenas do curso de Licenciatura em Matemática da Universidade Federal do Tocantins (UFT) e do curso de Licenciatura em Formação de Professores Indígenas da Universidade Federal do Amazonas (UFAM) vêm desenvolvendo suas atividades acadêmicas e de pesquisa em tempos obscuros. Nesse sentido, tomamos como ponto de partida a seguinte indagação: Qual o impacto da pandemia causada pelo Covid-19 no processo de formação inicial dos estudantes indígenas em cursos de Licenciatura Intercultural e em Matemática nos estados do Amazonas e do Tocantins? Para tanto, objetivamos conhecer os modos de estudo e de pesquisa dos estudantes indígenas em cursos de Licenciatura intercultural e em Matemática em meio à suspensão das aulas presenciais. O estudo possui abordagem qualitativa pautada na pesquisa etnográfica, para o qual foram recolhidas e analisadas narrativas de formação dos partícipes da pesquisa – estudantes indígenas do povo Xambioá/TO/Brasil, Kokama/AM/Brasil e Baniwa/AM/Brasil, via Diagnóstico Sociocultural de Futuros Professores Indígenas de Matemática. Nossas considerações reflexivas destacam que, mesmo vivendo em distintos lugares com distintas culturas e visão holística de mundo próprias, esses povos indígenas apresentam uma unidade quanto à força e à vontade de conquistar seu espaço e buscar uma formação pautada na postura crítica, investigativa e reflexiva, mesmo diante das situações adversas nas quais vivem em tempos não só de obscurantismo das políticas públicas, mas, sobretudo provenientes da pandemia. Palavras-chave: Covid-19. Formação de Professores Indígenas. Educação Matemática.
{"title":"Os desafios da formação inicial de estudantes indígenas brasileiros em tempos de pandemia","authors":"Elisângela Melo, Gerson Ribeiro Bacury, Mario Peres Mapiama, Plínio Ortiz Fontes, Railton Ixynoa Karajá","doi":"10.22267/RELATEM.20131.55","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.55","url":null,"abstract":"Em tempos atuais, a calamidade pela qual passa a humanidade em meio à pandemia causada pelo vírus Covid-19 acarretou o isolamento social, impactando principalmente a área da Educação, por meio da suspensão das atividades disciplinares presenciais nas escolas e universidades brasileiras. Surgiram então alguns obstáculos, como as dificuldades enfrentadas pelos estudantes quanto ao acesso à estrutura mínima para a participação nas aulas por meio das Tecnologias de Informação e Comunicação. É nesse contexto que o presente estudo se pauta para refletir sobre como os indígenas do curso de Licenciatura em Matemática da Universidade Federal do Tocantins (UFT) e do curso de Licenciatura em Formação de Professores Indígenas da Universidade Federal do Amazonas (UFAM) vêm desenvolvendo suas atividades acadêmicas e de pesquisa em tempos obscuros. Nesse sentido, tomamos como ponto de partida a seguinte indagação: Qual o impacto da pandemia causada pelo Covid-19 no processo de formação inicial dos estudantes indígenas em cursos de Licenciatura Intercultural e em Matemática nos estados do Amazonas e do Tocantins? Para tanto, objetivamos conhecer os modos de estudo e de pesquisa dos estudantes indígenas em cursos de Licenciatura intercultural e em Matemática em meio à suspensão das aulas presenciais. O estudo possui abordagem qualitativa pautada na pesquisa etnográfica, para o qual foram recolhidas e analisadas narrativas de formação dos partícipes da pesquisa – estudantes indígenas do povo Xambioá/TO/Brasil, Kokama/AM/Brasil e Baniwa/AM/Brasil, via Diagnóstico Sociocultural de Futuros Professores Indígenas de Matemática. Nossas considerações reflexivas destacam que, mesmo vivendo em distintos lugares com distintas culturas e visão holística de mundo próprias, esses povos indígenas apresentam uma unidade quanto à força e à vontade de conquistar seu espaço e buscar uma formação pautada na postura crítica, investigativa e reflexiva, mesmo diante das situações adversas nas quais vivem em tempos não só de obscurantismo das políticas públicas, mas, sobretudo provenientes da pandemia. \u0000Palavras-chave: Covid-19. Formação de Professores Indígenas. Educação Matemática.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83062121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.47
Domingo Yojcom Rocché, J. Castillo
The crisis caused by the pandemic COVID-19 confirms again the importance of mathematical knowledge to estimate natural phenomenon, actually various models been used to have a broader picture of what is happening. Mathematical models are used in different contexts especially: economic, agricultural, climatic, financial, technological, medical, educational, among others. This reflective article takes elements from the Guatemalan situation to present an approximation of the health that the country is currently experiencing. The text has of three parts: the first makes a historical introduction to the application of mathematical models to reduce the outbreak of contagion in epidemics or pandemics, in order to help the population, minimize the spread of the virus. The second part explains the construction of the SIR deterministic model with some adaptations for its interpretation, the most used in various countries of the world and the application of this knowledge in contexts of cultural diversity. Meanwhile, the third part emphasizes the importance of the factors associated with the model for its implementation and operation in a multicultural society. Among the factors addressed in the paper are: the ability to relate mathematical data, the relationship of results to unitary knowledge, culture as an engine of local development, the nature of the phenomenon of study, evolution as one of the basic principles of life, education and the ability to react to respond to emergencies.
{"title":"Los factores sociales asociados a los modelos matemáticos en un contexto de pandemia","authors":"Domingo Yojcom Rocché, J. Castillo","doi":"10.22267/RELATEM.20131.47","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.47","url":null,"abstract":"The crisis caused by the pandemic COVID-19 confirms again the importance of mathematical knowledge to estimate natural phenomenon, actually various models been used to have a broader picture of what is happening. Mathematical models are used in different contexts especially: economic, agricultural, climatic, financial, technological, medical, educational, among others. This reflective article takes elements from the Guatemalan situation to present an approximation of the health that the country is currently experiencing. The text has of three parts: the first makes a historical introduction to the application of mathematical models to reduce the outbreak of contagion in epidemics or pandemics, in order to help the population, minimize the spread of the virus. The second part explains the construction of the SIR deterministic model with some adaptations for its interpretation, the most used in various countries of the world and the application of this knowledge in contexts of cultural diversity. Meanwhile, the third part emphasizes the importance of the factors associated with the model for its implementation and operation in a multicultural society. Among the factors addressed in the paper are: the ability to relate mathematical data, the relationship of results to unitary knowledge, culture as an engine of local development, the nature of the phenomenon of study, evolution as one of the basic principles of life, education and the ability to react to respond to emergencies.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45121432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.41
Maria dos Remédios Mendes Oliveira, Enoque Batista
This text is the result of research work, but also of experience and dialogue present in the relationship between a non-indigenous teacher and an indigenous teacher of mathematics, built over the course of work and reflection on indigenous school education. This dialogue goes beyond the marks of times and spaces, as they constitute the relationship established over the years at the university, at school and in the village. It aims to present the meanings produced by the authors, on how we perceive the agency produced in schools, by the community and by external institutions, in the practices of indigenous teachers. Different situations point out that, when dealing with the conditions posed by school education for indigenous people, and at the moment reinforced by education in times of pandemic, indigenous teachers produce movements of (re) existence, in the cracks and crevices of the colonial / modern order.
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Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.48
Rogério Ferreira
This article focuses on colonialist violence unveiled due to the COVID 19 pandemic, with the main analytical context being education in its school setting. To support reflections in this context, three elements belonging to the origins of the construction of ethnomathematical knowledge are used, namely: - all knowledge is contextual; - mathematics is a set of socially and culturally constructed knowledge; - both teaching and learning mathematics can be transformed through the re-signification of intercultural relations. With the contribution of this triad, two complexes of factors are then developed. The first concerns the relationship between educational processes and attacks of a colonialist nature on socio-cultural diversity. The second highlights quilombola, indigenous and rural educational contexts as spaces to fight against these attacks. Finally, intertwining the reflections developed, the pandemic period will be critically reflected upon in order to unveil causal links in the context of violence arising from colonizing movements that remain present in contemporary educational processes.
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