Conceitos de desvio positivo na ação pedagógica do programa Etnomatemática

  • Milton Rosa Universidade Federal de Ouro Preto
  • Daniel Clark Orey Universidade Federal de Ouro Preto
Palavras-chave: Insubordinação Criativa, Etnomatemática, Ação Pedagógica, Desvio Positivo, Subversão Responsável

Resumo

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.

 

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Publicado
2017-12-21
Como Citar
ROSA, M.; OREY, D. C. Conceitos de desvio positivo na ação pedagógica do programa Etnomatemática. Revista de Ensino de Ciências e Matemática, v. 8, n. 4, p. 62-79, 21 dez. 2017.
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