Pub Date : 2020-10-27DOI: 10.22267/RELATEM.20131.54
Ubiratã Jorge de Souza Gomes, J. Valle
The purpose of this text is to rescue and discuss experiences carried out in the field of curricular policies of / in indigenous school education, inspired directly by Ethnomathematics or capable of establishing substantive connections, especially in the context of the rapidly expanding context of the Covid- 19. For this, we consider the research-practices-policies recently mobilized by research members of the Group of Studies and Research in Ethnomathematics (GEPEm) of the Faculty of Education of the University of Sao Paulo, who have dedicated themselves to the curriculum and its policies in their studies and investigations. We make use of the serious lessons learned from the threatening experience of Pandemic in which we find ourselves to understand the territory of curricular policies as a privileged place for debates that offer different, contradictory and complex, unequal points of view, interests and power relations. In this context, we address possible and potential contributions of research on curricula, inspired by Ethnomathematics, to tension and destabilize mathematics curriculum (e) understandings, while also presenting and discussing policy-practices capable of offering us consistent subsidies. , necessary for the resistance and the curricular reinvention that we propose.
{"title":"Políticas curriculares para adiar o fim do mundo e poéticas sobre a existência na educação escolar indígena","authors":"Ubiratã Jorge de Souza Gomes, J. Valle","doi":"10.22267/RELATEM.20131.54","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.54","url":null,"abstract":"The purpose of this text is to rescue and discuss experiences carried out in the field of curricular policies of / in indigenous school education, inspired directly by Ethnomathematics or capable of establishing substantive connections, especially in the context of the rapidly expanding context of the Covid- 19. For this, we consider the research-practices-policies recently mobilized by research members of the Group of Studies and Research in Ethnomathematics (GEPEm) of the Faculty of Education of the University of Sao Paulo, who have dedicated themselves to the curriculum and its policies in their studies and investigations. We make use of the serious lessons learned from the threatening experience of Pandemic in which we find ourselves to understand the territory of curricular policies as a privileged place for debates that offer different, contradictory and complex, unequal points of view, interests and power relations. In this context, we address possible and potential contributions of research on curricula, inspired by Ethnomathematics, to tension and destabilize mathematics curriculum (e) understandings, while also presenting and discussing policy-practices capable of offering us consistent subsidies. , necessary for the resistance and the curricular reinvention that we propose.","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":"44480002","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.20131.56
P. C. Silva, V. S. Tomaz
The purpose of this article is to reflect on issues related to Tikmũ’ũn school education that make up the set of measures that have become urgent in the face of the health crisis established in the face of the Covid-19 pandemic. With this objective, sociocultural perspectives of Mathematics Education - ethnomathematics - methodologically guide the problematization of the school model proposed to Tikmũ’ũn with a view to facing the pandemic, based on documentary sources produced by government agencies. The dialogue with the Tikmũ’ũn cosmovison and the experiences of working with these indigenous people, point out that their socio-cultural practices are based on a 'doing together' that can be understood as a methodological path for the construction of proposals for an education based on diversity, autonomy and in inter-societal relations of equity. In addition, the article highlights the importance of the participation of the Tikmũ’ũn in the construction of educational policies for their schools that can face the challenges exposed by the Covid-19, especially with regard to the economic practices they establish around their villages.
{"title":"‘Fazer Juntos’ como política educacional de equidade e diversidade Tikmũ’ũn em meio a pandemia de Covid-19","authors":"P. C. Silva, V. S. Tomaz","doi":"10.22267/RELATEM.20131.56","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.56","url":null,"abstract":"The purpose of this article is to reflect on issues related to Tikmũ’ũn school education that make up the set of measures that have become urgent in the face of the health crisis established in the face of the Covid-19 pandemic. With this objective, sociocultural perspectives of Mathematics Education - ethnomathematics - methodologically guide the problematization of the school model proposed to Tikmũ’ũn with a view to facing the pandemic, based on documentary sources produced by government agencies. The dialogue with the Tikmũ’ũn cosmovison and the experiences of working with these indigenous people, point out that their socio-cultural practices are based on a 'doing together' that can be understood as a methodological path for the construction of proposals for an education based on diversity, autonomy and in inter-societal relations of equity. In addition, the article highlights the importance of the participation of the Tikmũ’ũn in the construction of educational policies for their schools that can face the challenges exposed by the Covid-19, especially with regard to the economic practices they establish around their villages.","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":"47609533","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.20131.49
Cristiane Coppe de Oliveira, Carlos Mucuta Santos
Este artigo, de cunho investigativo e reflexivo, nasceu a partir de diálogos entre os autores nas sessões de orientação do Programa de Mestrado em Ciências da Educação da Universidade Lueji A’Nkonde, em parceria com a Faculdade de Educação da Universidade de São Paulo (FEUSP).Os diálogos privilegiaram, tanto as teorizações do educador Ubiratan D´Ambrosio acerca do papel da educação a partir das dimensões do Programa Etnomatemática no sentido de encaminhar a investigação em vertentes teórico-metodológicas, quanto a visão antropológica da cultura Chokwe da comuna de Camaxilo (Lunda Norte/Angola), especificamente acerca da ação comunitária da aprender no chota cha makulwana[1]. O diálogo ao longo da investigação foi tecendo uma proposta metodológica apoiada nesta ação, contribuindo para novas reflexões e epistemologias que podem emergir ao se pensar no papel social/cultural da escola e da educação nos períodos antes, durante e após a pandemia da COVID-19. Diante do exposto, este artigo pretende compartilhar os diálogos entre orientadora e orientando Chokwe, ao longo do desenvolvimento de uma investigação de mestrado, buscando caminhos nessa cultura para repensar a escola e seu papel na sociedade. O estudo mostrou que os valores culturais encontrados no chota cha makulwana podem ampliar o sentido na escola e seu papel na sociedade para além da constituição de saberes de orientação eurocêntrica. [1] Chota cha maulwana é considerado como jango (casa) dos anciãos do povo, o epicentro de toda aldeia chokwe, um símbolo da autoridade, da integridade e da unidade dos membros de uma comunidade chokwe.
这篇文章具有调查性和反思性，源于作者在Lueji a ' Nkonde大学教育科学硕士课程指导会议上的对话，该课程与sao保罗大学教育学院(FEUSP)合作。Ubiratan样片首选,教育家teorizações D´内衣品牌的角色从多维的教育规划Etnomatemática为了遵循理论研究方面-metodológicas,视觉文化人类学Chokwe Camaxilo公社(Lunda安哥拉北/),具体地在查学习的社区行动车makulwana[1]。整个研究的对话编织了一项基于这一行动的方法论建议，有助于在思考COVID-19大流行之前、期间和之后学校和教育的社会/文化作用时产生新的思考和认识论。综上所述，本文旨在分享导师与导师Chokwe之间的对话，在硕士研究的发展过程中，寻找在这种文化中重新思考学校及其在社会中的角色的方法。研究表明，在chota cha makulwana中发现的文化价值可以扩大学校的意义及其在社会中的作用，而不仅仅是建立以欧洲为中心的知识。[1] Chota cha maulwana被认为是人民长老的jango(家)，是每个chokwe村庄的中心，是chokwe社区成员权威、正直和团结的象征。
{"title":"A cultura Chokwe da Lunda Norte (Angola) e o Programa Etnomatemática: diálogos para repensar a educação em tempos de pandemia","authors":"Cristiane Coppe de Oliveira, Carlos Mucuta Santos","doi":"10.22267/relatem.20131.49","DOIUrl":"https://doi.org/10.22267/relatem.20131.49","url":null,"abstract":"Este artigo, de cunho investigativo e reflexivo, nasceu a partir de diálogos entre os autores nas sessões de orientação do Programa de Mestrado em Ciências da Educação da Universidade Lueji A’Nkonde, em parceria com a Faculdade de Educação da Universidade de São Paulo (FEUSP).Os diálogos privilegiaram, tanto as teorizações do educador Ubiratan D´Ambrosio acerca do papel da educação a partir das dimensões do Programa Etnomatemática no sentido de encaminhar a investigação em vertentes teórico-metodológicas, quanto a visão antropológica da cultura Chokwe da comuna de Camaxilo (Lunda Norte/Angola), especificamente acerca da ação comunitária da aprender no chota cha makulwana[1]. O diálogo ao longo da investigação foi tecendo uma proposta metodológica apoiada nesta ação, contribuindo para novas reflexões e epistemologias que podem emergir ao se pensar no papel social/cultural da escola e da educação nos períodos antes, durante e após a pandemia da COVID-19. Diante do exposto, este artigo pretende compartilhar os diálogos entre orientadora e orientando Chokwe, ao longo do desenvolvimento de uma investigação de mestrado, buscando caminhos nessa cultura para repensar a escola e seu papel na sociedade. O estudo mostrou que os valores culturais encontrados no chota cha makulwana podem ampliar o sentido na escola e seu papel na sociedade para além da constituição de saberes de orientação eurocêntrica. \u0000[1] Chota cha maulwana é considerado como jango (casa) dos anciãos do povo, o epicentro de toda aldeia chokwe, um símbolo da autoridade, da integridade e da unidade dos membros de uma comunidade chokwe. \u0000 ","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":"68288975","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.20131.45
Oscar Guillermo Charry Gutiérrez, Carolina Tamayo-Osorio, Diana Jaramillo
Based on the statement, "in the department [of Choco] we are concerned about the high degree of social indiscipline in the face of measures to prevent contagion from COVID-19", this article aims to carry out an indisciplinary problematization of the disciplinary practices present in the measures for containment of the pandemic. For this, a deconstructionist therapeutic attitude is assumed, inspired by the philosophers Wittgenstein and Derrida; through which it is not sought to defend or refute that statement, but to see it in other ways, displacing disciplinary practices by different times, contexts and fields of human activity. To make this displacement possible, some articulations are established, mainly, with Foucault's work " Discipline and Punish", in relation to the disciplinary model and the examination in times of the plague of the 18th century and today. Finally, the notions of school, curriculum and evaluation are presented based on the social practices of some indigenous communities in the department of Choco; notions that would be related to those presented by Antonio Miguel in an indisciplinary perspective.
{"title":"“Indisciplina” en Chocó: una problematización de las prácticas disciplinarias en tiempos de pandemia","authors":"Oscar Guillermo Charry Gutiérrez, Carolina Tamayo-Osorio, Diana Jaramillo","doi":"10.22267/RELATEM.20131.45","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.45","url":null,"abstract":"Based on the statement, \"in the department [of Choco] we are concerned about the high degree of social indiscipline in the face of measures to prevent contagion from COVID-19\", this article aims to carry out an indisciplinary problematization of the disciplinary practices present in the measures for containment of the pandemic. For this, a deconstructionist therapeutic attitude is assumed, inspired by the philosophers Wittgenstein and Derrida; through which it is not sought to defend or refute that statement, but to see it in other ways, displacing disciplinary practices by different times, contexts and fields of human activity. To make this displacement possible, some articulations are established, mainly, with Foucault's work \" Discipline and Punish\", in relation to the disciplinary model and the examination in times of the plague of the 18th century and today. Finally, the notions of school, curriculum and evaluation are presented based on the social practices of some indigenous communities in the department of Choco; notions that would be related to those presented by Antonio Miguel in an indisciplinary perspective.","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":"43017273","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.20131.57
Caroline Osório, J. Valle
Este numero especial es un espacio que reune las reflexiones de investigadores invitados a problematizar y desestabilizar este territorio denominado 'escuela' o 'clase de Matematicas', que ha buscado mantener en funcionamiento los dispositivos disciplinarios que organizan el aprendizaje y la ensenanza a traves de la ensenanza remota, al mismo tiempo que ha generado nuevas demandas para todos los sujetos vinculados de una u otra manera a la educacion.
{"title":"Desterritorializando a escola como a gente a conhecia: perspectivas socioculturais da Educação Matemática no contexto da Pandemia","authors":"Caroline Osório, J. Valle","doi":"10.22267/RELATEM.20131.57","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.57","url":null,"abstract":"Este numero especial es un espacio que reune las reflexiones de investigadores invitados a problematizar y desestabilizar este territorio denominado 'escuela' o 'clase de Matematicas', que ha buscado mantener en funcionamiento los dispositivos disciplinarios que organizan el aprendizaje y la ensenanza a traves de la ensenanza remota, al mismo tiempo que ha generado nuevas demandas para todos los sujetos vinculados de una u otra manera a la educacion.","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":"47108713","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}
This article has presented some advances of a research of the master's degree entitled "Evaluation device in rural contexts, in addition, mapping experiences inside the Mathematics classroom" which has started the research path based on the studies developed by Michel Foucault, seeking elaborate a cartographic layout in the perspective of Guilles Deleuze, Felix Guattari and Suely Rolnik we know that this research has allowed us to show how the evaluation present in the Mathematics school curriculum operates as a device under some techniques in school processes , even in the times of the pandemic caused by COVID-19. With this article we want to show the voices of some teachers that guides Math subject, in three Rural Educational Institutions of the Colombian Antioquia Southwest, Where some (re)stocks are revealed of the evaluation processes developed with the students, in this time where it is taught from the distance.
{"title":"Educación rural y dispositivo evaluación en tiempos de ‘COVID-19’: voces de profesores de Matemática","authors":"Jáder Sneider Serna Martínez, Derly Johana Martínez Oviedo, Julián Andrés Arrubla Osorio","doi":"10.22267/RELATEM.20131.43","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.43","url":null,"abstract":"This article has presented some advances of a research of the master's degree entitled \"Evaluation device in rural contexts, in addition, mapping experiences inside the Mathematics classroom\" which has started the research path based on the studies developed by Michel Foucault, seeking elaborate a cartographic layout in the perspective of Guilles Deleuze, Felix Guattari and Suely Rolnik we know that this research has allowed us to show how the evaluation present in the Mathematics school curriculum operates as a device under some techniques in school processes , even in the times of the pandemic caused by COVID-19. With this article we want to show the voices of some teachers that guides Math subject, in three Rural Educational Institutions of the Colombian Antioquia Southwest, Where some (re)stocks are revealed of the evaluation processes developed with the students, in this time where it is taught from the distance.","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":"44981524","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.20131.52
Naine de Jesus, Teo de Miranda
This article seeks to analyze the use of new communication technologies to disseminate narratives of indigenous educators, illustrating the flexibility of teachers to maintain different interactions in times of the COVID 19 pandemic. Indigenous in Covid-19 'times, held on the Tekoha page Marane'y - of the Caiua Evangelical Mission - Mato Grosso do Sul, on June 29, 2020.
{"title":"Educação escolar indígena em rota de convergência","authors":"Naine de Jesus, Teo de Miranda","doi":"10.22267/RELATEM.20131.52","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.52","url":null,"abstract":"This article seeks to analyze the use of new communication technologies to disseminate narratives of indigenous educators, illustrating the flexibility of teachers to maintain different interactions in times of the COVID 19 pandemic. Indigenous in Covid-19 'times, held on the Tekoha page Marane'y - of the Caiua Evangelical Mission - Mato Grosso do Sul, on June 29, 2020.","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":"46608158","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.20131.50
Juciara Guimarães Carvalho, J. Mendes
This text aims to problematize the territorialization of the neoliberal school, which increasingly enters the Brazilian scenario, generating visibility in temporal and spatial relations, not dissociable, from its school practices, intensified by a pandemic context. This inevitably and urgently implies to think of other schools that deterritorialize this neoliberal logic and enhance other ways of making life pulse, inhabit other times and spaces and constitute other school forms of life. Something contrary to neoliberal reterritorialization process that intensifies and accelerates life inequalities. It is not a matter of proposing a school model, still less, considering a school as a computer screen and teachers how the newest digital influencers, but to enhance that other arrangements pulse differently in our work at school, especially in the present. It is about tuning the silences that inhabit us, some of them strongly invisible by the dominant practices, and educating a bodily attention to realize that the disturbing stillness caused by social isolation, can teach us something. We need to slow down, we need to go more slowly, to realize that the deadly, chaotic and devastating force of a pandemic placed us to think about the values of life, of school lives, but also produced inventive force generating possibilities and resistances to compose other chords vital, not yet thought and lived in our subjections. This musician-textual composition was divided into two movements: first, the problematization about the practices that result from school neoliberalism; second, the discussion about the destabilizing potentials in the school with the composition of other school rhythms.
{"title":"Afinando silêncios: potencialidades de escolas outras na atualidade do presente","authors":"Juciara Guimarães Carvalho, J. Mendes","doi":"10.22267/RELATEM.20131.50","DOIUrl":"https://doi.org/10.22267/RELATEM.20131.50","url":null,"abstract":"This text aims to problematize the territorialization of the neoliberal school, which increasingly enters the Brazilian scenario, generating visibility in temporal and spatial relations, not dissociable, from its school practices, intensified by a pandemic context. This inevitably and urgently implies to think of other schools that deterritorialize this neoliberal logic and enhance other ways of making life pulse, inhabit other times and spaces and constitute other school forms of life. Something contrary to neoliberal reterritorialization process that intensifies and accelerates life inequalities. It is not a matter of proposing a school model, still less, considering a school as a computer screen and teachers how the newest digital influencers, but to enhance that other arrangements pulse differently in our work at school, especially in the present. It is about tuning the silences that inhabit us, some of them strongly invisible by the dominant practices, and educating a bodily attention to realize that the disturbing stillness caused by social isolation, can teach us something. We need to slow down, we need to go more slowly, to realize that the deadly, chaotic and devastating force of a pandemic placed us to think about the values of life, of school lives, but also produced inventive force generating possibilities and resistances to compose other chords vital, not yet thought and lived in our subjections. This musician-textual composition was divided into two movements: first, the problematization about the practices that result from school neoliberalism; second, the discussion about the destabilizing potentials in the school with the composition of other school rhythms.","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":"43786679","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 : 2019-12-26DOI: 10.22267/RELATEM.19124.36
C. A. Rodríguez-Nieto, Armando Aroca-Araújo, F. Rodríguez-Vásquez
In this research it was identified that little attention is being paid to the ways of measuring, counting, among other activities that cultural groups do in their artisan practices, especially in processes related to gastronomy, which could contribute to the teaching and learning of measurement or metric systems. For this reason, this article characterizes the mathematical aspects involved in the measurement processes of a cassava bun merchant residing in Sibarco, Colombia. Theoretically, the work was based on the Ethnomathematics program and on the meanings of measuring, measurement, unit of measurement and bun. The methodology used was of a qualitative-ethnographic type. To collect the information, the semi-structured interview was used, audios were recorded, field notes were taken and video was recorded. The results show that the cassava bun dealer performs measurement processes using unconventional and conventional units of measurement such as breaststroke, load, bulk, lao, tercio, bucket, tank, and liter, pound, ounce, hours. Likewise, equivalences were identified between measurement units in practice. The results are considered to contribute to the teaching and learning of mathematics, since the reported units of measurement are a material that would allow mathematics teachers to create contextualized situations that link the student with his or her close sociocultural environment.
{"title":"Procesos de medición en una práctica artesanal del caribe colombiano. Un estudio desde la etnomatemática","authors":"C. A. Rodríguez-Nieto, Armando Aroca-Araújo, F. Rodríguez-Vásquez","doi":"10.22267/RELATEM.19124.36","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.36","url":null,"abstract":"In this research it was identified that little attention is being paid to the ways of measuring, counting, among other activities that cultural groups do in their artisan practices, especially in processes related to gastronomy, which could contribute to the teaching and learning of measurement or metric systems. For this reason, this article characterizes the mathematical aspects involved in the measurement processes of a cassava bun merchant residing in Sibarco, Colombia. Theoretically, the work was based on the Ethnomathematics program and on the meanings of measuring, measurement, unit of measurement and bun. The methodology used was of a qualitative-ethnographic type. To collect the information, the semi-structured interview was used, audios were recorded, field notes were taken and video was recorded. The results show that the cassava bun dealer performs measurement processes using unconventional and conventional units of measurement such as breaststroke, load, bulk, lao, tercio, bucket, tank, and liter, pound, ounce, hours. Likewise, equivalences were identified between measurement units in practice. The results are considered to contribute to the teaching and learning of mathematics, since the reported units of measurement are a material that would allow mathematics teachers to create contextualized situations that link the student with his or her close sociocultural environment.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41766025","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 : 2019-12-26DOI: 10.22267/RELATEM.19124.33
M. Campos
The book Mathematics Education in the context of Solidarity Economy presents a study involving the teaching and learning process of Mathematics articulated to the development of pedagogical interventions executed together with the members of three Economic Solidarity Projects. The Ethnomathematics Program and Problem Solving are taken as theoretical references and guiding axes in the perspective of discussing Mathematics in a meaningful and contextualized way. The research is characterized by a qualitative approach and is based on action-research with the purpose of helping those involved to assume an emancipatory position in the environment where they are inserted.
{"title":"Resenha do livro: “A educação matemática no contexto da economia solidária”","authors":"M. Campos","doi":"10.22267/RELATEM.19124.33","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.33","url":null,"abstract":"The book Mathematics Education in the context of Solidarity Economy presents a study involving the teaching and learning process of Mathematics articulated to the development of pedagogical interventions executed together with the members of three Economic Solidarity Projects. The Ethnomathematics Program and Problem Solving are taken as theoretical references and guiding axes in the perspective of discussing Mathematics in a meaningful and contextualized way. The research is characterized by a qualitative approach and is based on action-research with the purpose of helping those involved to assume an emancipatory position in the environment where they are inserted.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41963753","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：