scholarly journals Tecnologias digitais como possibilidade para compreender a produção de conhecimento em matemática

2019 ◽  
Vol 3 (1) ◽  
pp. 17
Author(s):  
Rosa Monteiro Paulo ◽  
Ingrid Cordeiro Firme ◽  
Cristiano Natal Tonéis
Keyword(s):  
Teacher Training ◽  
Lived Experience ◽  
Knowledge Production ◽  
Digital Technologies ◽  
Mathematical Education ◽  
Production Of Knowledge ◽  
Dynamic Movement ◽  
The World ◽  
Phenomenological Perspective ◽  
The Subject

Resumo: Neste artigo discutimos o modo pelo qual se pode compreender o sentido das Tecnologias Digitais (TD) e sua potencialidade para a produção de conhecimento em matemática, especificamente no contexto da sala de aula e da formação de professores. Destaca-se que a produção, na perspectiva fenomenológica, é entendida como um movimento dinâmico que acontece no mundo da experiência vivida (BICUDO, 2000), enfatizando que sendo humanos é de onde podemos falar: da realidade mundana (HEIDEGGER, 2005). O mundo, como campo de vivência e possibilidade de o sujeito pensar e se expressar se abre à compreensão e os sentidos e significados vão se articulando nos atos vivenciais. O mundo, sempre compartilhado com os outros (seres e objetos), é o horizonte de possibilidades de ser e de conhecer. Nesse horizonte as TD são objetos intencionais, abertas à percepção e compreensão. São tematizadas e se expõem segundo um modo de dar-se a conhecer.Palavras-chave: Educação Matemática; Fenomenologia; Jogos Digitais; Formação de Professores. Digital technologies as a possibility to understand the knowledge production in mathematicsAbstract: In this article we discuss the way in which one can understand the meaning of Digital Technologies (DT) and its potential for the production of knowledge in mathematics, specifically in the context of the classroom and teacher training. It is emphasized that production, in the phenomenological perspective, is understood as a dynamic movement that happens in the world of lived experience (BICUDO, 2000), emphasizing that being human is where we can speak: from mundane reality (HEIDEGGER, 2005). The world as a field of experience and the possibility of the subject to think and express itself opens to understanding and the meanings and meanings are articulated in the acts of experience. The world, always shared with others (beings and objects), is the horizon of possibilities of being and knowing. Within this horizon DT are intentional objects, open to perception and understanding. They are thematized and exposed according to a way of making themselves known.Keywords: Mathematical Education; Phenomenology; Digital Games; Teacher Training. 

Mapping Senufo: Reframing Questions, Reevaluating Sources, and Reimagining a Digital Monograph

2021 ◽  
pp. 1-45
Author(s):  
Susan Elizabeth Gagliardi ◽  
Constantine Petridis
Keyword(s):  
Computational Methods ◽  
Knowledge Production ◽  
Knowledge Construction ◽  
Digital Technologies ◽  
Historical Research ◽  
Production Of Knowledge ◽  
Digital Publication ◽  
Politics Of Knowledge ◽  
Research Questions

Abstract Mapping Senufo: Art, Evidence, and the Production of Knowledge – an in-progress, collaborative, born-digital publication – will offer a model for joining theories about the construction of identities and the politics of knowledge production with research and publication practice. In this article, we examine how computational methods have led us to reframe research questions, reevaluate sources, and reimagine the form of a digital monograph. We also demonstrate how our use of digital technologies, attention to iteration, and collaborative mode of working have generated fresh insights into a corpus of arts identified as Senufo, the nature of evidence for art-historical research, and digital publication. We posit that the form of a digital publication itself can bring processes of knowledge construction to the fore and unsettle expectations of a tidy, authoritative narrative.

scholarly journals THE METHODOLOGY OF THE APPLICATION OF SUBJECT-LANGUAGE INTEGRATIVE TECHNOLOGIES FOR TEACHING THE RUSSIAN LANGUAGE AND TEACHING IN RUSSIAN USING THE EDUCATIONAL PLATFORM

2020 ◽  
Author(s):  
В.В. Богданчиков ◽  
Е.А. Тренкина ◽  
Т.А. Шорина
Keyword(s):  
Digital Technologies ◽  
Practical Experience ◽  
Russian Language ◽  
Nikolai Gogol ◽  
Communicative Skills ◽  
Advantages And Disadvantages ◽  
The World ◽  
Subject Areas ◽  
The Subject ◽  
The Russian Language

В статье рассматривается методика применения технологий предметно-языкового интегративного обучения в русских школах за рубежом. Рассматривается и анализируется опыт интеграции предметных областей «Русский язык» и «Окружающий мир». Описываются практический опыт занятий по русскому языку с использованием образовательной платформы в русской школе «Николай Гоголь» в Италии и примеры практической методики обучения фонетике, грамматике, лексике, видам речевой дея-тельности. Выявлены преимущества и недостатки применения цифровых технологий для обучения русскому языку и на русском языке. The article discusses the methodology of applying technologies of subject-language integrative teaching in Russian schools abroad. The experience of integration of the subject areas «Russian language» and «The world around us» is considered and analyzed. The practical experience of classes in the Russian language using the educational platform at the Russian school «Nikolai Gogol» in Italy is described, examples of practical methods of teaching phonetics, grammar, vocabulary, communicative skills activity are described. The advantages and disadvantages of using digital technologies for teaching the Russian language and in Russian are revealed.

Stereotyping by historicizing: The journalistic writing technique of locating foreign societies in the past

Journalism ◽  
2019 ◽  
pp. 146488491987032
Author(s):  
Miki Tanikawa
Keyword(s):  
Lived Experience ◽  
Quantitative Method ◽  
The United States ◽  
Qualitative Approach ◽  
Ancient History ◽  
Cultural Stereotypes ◽  
The Past ◽  
Foreign Culture ◽  
The World ◽  
The Subject

Drawing mainly on cultural theories, this article probed the ‘myth’ in the news (international) using a combined quantitative and qualitative approach for investigation with a goal of revealing common characteristics of articles that revolve around a mythical image of a foreign culture, or a national cultural stereotype. Three major newspapers from three different regions of the world, the United States, United Kingdom, and Japan, were content analyzed and found that articles that pivot on well-known foreign cultural stereotypes invoke one of three types of theme/content: a well-known point of ancient history, a media myth built over decades, or a ‘lived’ experience of the audience. In essence, articles that utilize foreign myth are characterized by the technique of ‘historicizing’ the subject matter. They portray the culture as being embedded in history, tradition, and inertia indicating to readers that the foreign country – and collectively the world outside – has remained the same and stagnant culturally in the process stereotyping foreign societies as the Other. This article discusses the intersection of myth and national cultural stereotypes, using the concept, ‘the culture peg’ as a bridging notion that allows for a measure of quantitative method of investigation.

International Mathematical Education: Some Remarks on Japanese Mathematics Education

1970 ◽  
Vol 63 (1) ◽  
pp. 73-77
Author(s):  
Howard F. Fehr
Keyword(s):  
Mathematics Education ◽  
Japanese Culture ◽  
Mathematical Education ◽  
Test Results ◽  
Japanese Education ◽  
Partial Explanation ◽  
Japanese Students ◽  
The World ◽  
The Subject ◽  
Existing Structure

Ever since the results of the International Achievement Tests in Mathematics were announced, much interest has been expressed in the outstanding performance made by the Japanese students.1 The test results displayed an accomplishment that at age thirteen, and overall, was far su perior to the other countries involved. Many analyses have been made of the subject matter involved in the questions, of the type of questions, of the teachers of the students, and of the curricula of each of the countries, to either sustain or disprove popularly expressed superiority of Japanese mathematics education. This article merely reviews the existing structure of Japanese education and points to some unique features of Japanese culture that may offer a partial explanation. It is not intended in any sense to suggest that the Japanese program or its culture— which is evidently satisfying to their own people—is one that would be satisfactory for others. It is merely one of many cultures which we should corne to under stand as the world grows closer knit in its forward progress.

scholarly journals Práticas pedagógicas a partir do cinema como uma experiência sem camisa de força (p.47-62)

2018 ◽  
pp. 47-62
Author(s):  
Kelcilene Gisela Persegueiro ◽  
José Euzébio de Oliveira Souza Aragão
Keyword(s):  
Learning Process ◽  
Knowledge Production ◽  
Daily Life ◽  
Qualitative Approach ◽  
Pedagogical Practices ◽  
Production Of Knowledge ◽  
Human Formation ◽  
Palabras Clave ◽  
The World ◽  
The Relationship

Resumo O presente artigo traz os resultados de uma pesquisa que objetivou investigar os detalhes no cotidiano de uma sala de aula do Ensino Fundamental I com crianças de 6 e 7 anos ao vivenciarem o encontro do cinema na escola, bem como compreender que tipo de práticas pedagógicas podem ser construídas a partir da experiência do cinema e de que maneira podem promover/criar/afetar/transmitir/ transformar os alunos e estimular a produção de conhecimento, além de verificar como a relação das crianças com os desenhos animados, inspirados no Sítio do Pica-Pau Amarelo conduz a um aprendizado que permite uma leitura de mundo no qual as experiências prévias das crianças somam-se à própria experiência do cinema. No que tange à metodologia, trata-se de uma pesquisa que está inserida na abordagem qualitativa, com a utilização das pesquisas bibliográfica, documental e pesquisa-ação. Os dados foram analisados por meio da análise de conteúdo trazida por Bardin (1979). Os resultados e as conclusões/considerações finais apontam que o cinema na escola possibilita a construção de práticas pedagógicas como formação humana dos educandos que estão em contato com o mundo, para provocar movimentos de apropriação, revelação e criação, tecendo elo entre o cinema, a educação e o cinema na escola, tido como potencialidade para se pensar a educação no país. Palavras-chave: Cinema. Escola. Práticas pedagógicas. Produção de conhecimento. Educação. Pedagogical practices from the cinema as an experience without a strength shirt AbstractThis article presents the results of a research that aimed to investigate the details in the daily life of a classroom with children between 6 and 7 years from “Ensino Fundamental I” when experiencing the meeting of the cinema in the school. Moreover, this paper intends to understand what kind of pedagogical practices can be built from the experience of cinema, and how this experience can promote /create/affect/transmit/transform students and stimulate the production of knowledge. We also investigate how the relationship between children and cartoons, inspired by the Pica Pau Amarelo Site, leads to a learning process that allows a reading of the world in which the children’s previous experiences are added to the experience of the cinema itself. Regarding the methodology, it is a research that is inserted in the qualitative approach, with the use of bibliographical, documentary and action research. The data were analyzed through the analysis of content brought by (BARDIN, 1979). The results / conclusions / or the final considerations point out that the cinema in the school makes possible the construction of pedagogical practices, like human formation of the students who are in contact with the world to provoke movements of appropriation, revelation and creation, building a link between the cinema and education and cinema in the school. This process reveals potentialities to think about education in the country. Keywords: Cinema. School. Pedagogical practices. Knowledge production. Education. Prácticas pedagógicas a partir del cine como una experiencia sin camisa de fuerza Resumen El presente artículo trae los resultados de una investigación que objetivó investigar los detalles en el cotidiano de un aula con niños, entre 6 y 7 años de la Enseñanza Fundamental I al vivenciar el encuentro del cine en la escuela y comprender qué tipo de prácticas pedagógicas pueden ser construidas a partir de la experiencia del cine y de qué manera pueden promover / crear / afectar / transmitir / transformar a los alumnos y estimular la producción de conocimiento; ver cómo la relación de los niños con los dibujos animados, inspirados en el Sitio del Pica Pau Amarillo conduce a un aprendizaje que permite una lectura de mundo en el que las experiencias previas de los niños se suman a la propia experiencia del cine. En lo que se refiere a la metodología, se trata de una investigación que está inserta en el abordaje cualitativo, con la utilización de las Investigaciones bibliográfica, documental e investigación-acción. Los datos fueron analizados por medio del análisis de contenido traído por (BARDIN, 1979). Los resultados / conclusiones / o las consideraciones finales apuntan que el cine en la escuela posibilita la construcción de prácticas pedagógicas, como formación humana de los educandos que están en contacto con el mundo para provocar movimientos de apropiación, revelación y creación, tejiendo el eslabón entre el cine y el cine educación y cine en la escuela, tenido como potencial para pensar la educación en el país. Palabras clave: Cinema. Escuela. Prácticas pedagógicas. Producción de conocimiento. Educación.

Imagining the Sounds Themselves

2019 ◽  
pp. 53-77
Author(s):  
Malcolm Riddoch
Keyword(s):  
Lived Experience ◽  
Hard Problem ◽  
Apparent Paradox ◽  
The World ◽  
Phenomenological Perspective ◽  
Neurological Processes ◽  
The Hard Problem ◽  
The Relationship

Malcolm Riddoch investigates the relationship between the auditory imagination and our perception of sound. He states that, from a physical perspective, both imaginary and externally stimulated sound would seem to be the product of neurological processes. From a phenomenological perspective, however, phenomenal sound is fundamentally something that is heard. This apparent paradox leads Riddoch, via the “hard problem of consciousness,” to present and discuss a number of different forms and understandings of “sound” and to eventually posit that the sounds themselves—imagined or externally stimulated—are “nonphysical phenomena disclosed in the lived experience of hearkening to the meaningful sounds one hears in the world.”

‘Gifts of the Wild’: Dwelling, Temporality and Landscape in Kathleen Jamie’s Writing

2019 ◽  
pp. 91-121
Author(s):  
Monika Szuba
Keyword(s):  
Connective Tissue ◽  
Lived Experience ◽  
External Factors ◽  
Poetic Language ◽  
Poetic Form ◽  
The World ◽  
Phenomenological Perspective ◽  
Poetic Work

Following Kathleen Jamie’s words that ‘poetry is a sort of connective tissue where myself meets the world, and it rises out of that, that liminal place’, the chapter discusses Jamie’s poetic work from a phenomenological perspective. An important aspect of Jamie’s writing, connectivity highlights interrelations between the world and poetic form and as such is examined in a theoretically-informed analysis. The chapter argues that in a place where the poet meets the world, poetic language negotiates external factors that have an impact upon it, and in doing so, the poet can begin to illuminate lived experience. In the process of writing a temporary self that evokes the experience of the world through embodied participation, temporality plays an important role. As Jamie demonstrates in her writing, the perception of the land — and our coexistence with it — is affected by the awareness of the passage of time. The discussion focuses on the poems recording the experience of landscape represented in past, present and future considerations of change, and examines how in Jamie’s writing a sense of permanence is intermingled with a pervasive sense of transience. It centres around Jamie’s emphasis on transitoriness, which foregrounds the temporality of our dwelling.

scholarly journals La naturaleza de la Matemática, sus concepciones y su influencia en el salón de clase

2011 ◽  
Author(s):  
Alfonso Jiménez Espinosa
Keyword(s):  
Great Part ◽  
Mathematical Object ◽  
Necessary Condition ◽  
Mathematical Education ◽  
Mathematical Concepts ◽  
Abstract Entities ◽  
The World ◽  
Mathematics Knowledge ◽  
History Of ◽  
The Subject

Aunque en las últimas dos décadas la situación tiende a cambiar, históricamente se ha tenido la creencia de que para enseñar matemáticas sólo se requiere el buen dominio de los temas, sin tener en cuenta que implícitamente hay una actitud frente a la clase, esta actitud del profesor se refleja en las actividades que desarrollan los estudiantes, de acuerdo con lo que él crea que es esta disciplina y con los fines que persiga su enseñanza, es decir, saber buena matemática es una condición necesaria, pero no suficiente para enseñarla. La actuación del profesor frente a sus estudiantes –la mayoría de las veces implícita e inconsciente– determina en gran medida el progreso de ellos, los resultados en sus aprendizajes y el gusto o la aversión por la matemática. Así las cosas, el problema no es solo cuánta matemática se sabe, ni cuál es la mejor forma de enseñarla, sino tener suficiente claridad sobre qué es realmente la matemática (Hersh, 1986). Tradicionalmente se han manejado dos formas básicas de concebir los conceptos matemáticos: como entes abstractos o como entes que tienen relación con el mundo y con el entorno en que se vive, a lo largo de la historia de la matemática, diversas escuelas filosóficas han estudiado estas dos formas de ver los objetos matemáticos, como el platonismo, el idealismo, el racionalismo, el logicismo, el empirismo, el constructivismo, el formalismo y, últimamente, el enfoque socio-cultural. De esta forma, el objetivo de este artículo es examinar algunas de estas posturas filosóficas sobre la naturaleza de la matemática, su incidencia en el salón de clase y en el aprendizaje de los estudiantes, y generar reflexión entre los docentes del área, conducente a hacer una matemática más agradable y significativa para los niños y jóvenes. Palabras clave: naturaleza de la matemática, objeto matemático, enseñanza, aprendizaje. Abstract Even if in the last two decades the situation tends to change, the history of mathematical education shows that, it has had the belief that to be a maths teacher, one only needs a good command of its topics, without having in mind that one has an attitude in front of the class. The teacher’s attitude is reflected in the activities that the students develop, according how he perceives the subject and the objectives pursued by his teachings. In other words, a good  mathematics knowledge is a necessary condition, but not sufficient to teach it. The teacher’s performance in front of his students -most of the time implicit and unconscious- determines a great part of the students progress, the results in their learning and their like or dislike of the subject. Therefore, ‘the problem is not only how much mathematics knowledge one has, nor which is the best way to teach it, but to have sufficient clarity of what mathematics is truly about’ (Hersh, 1986). Traditionally, there have been two basic forms of conceiving mathematical concepts: As abstract entities or as entities related to the world and the environment in which we live. Through the history of maths, diverse philosophical schools have studied these two forms of viewing mathematical notions: As abstract entities or entities which have a relation with the world and the environment where ones lives. Throughout maths’ History diverse philosophical schools have studied these two ways to see the mathematical concepts, such as platonism, idealism, rationalism, logicism, empiricism, constructivism, formalism and ultimately the social-cultural approach. Thus the objective of this article is to examine some of these philosophical statements about mathematics nature, its presence in the classroom, and in the students learning in order to generate a reflection among those who teach it, to make mathematics more enjoyable and meaningful to children and teenagers.Key words: Nature of Mathematics, Mathematical Object, Teaching, Learning.

scholarly journals Science as an interdisciplinary instrument for learning in high school - for a freirean epistemology (a curricular analysis of the high school classes of the College of Imaculada Conceição) / A ciência enquanto instrumento interdisciplinar para a aprendizagem no ensino médio – por uma epistemologia freireana (uma análise curricular das turmas do ensino médio do Colégio da Imaculada Conceição)

2021 ◽  
Vol 7 (12) ◽  
pp. 119626-119638
Author(s):  
Mauro Azevêdo ◽  
Diogenes José Gusmão Coutinho
Keyword(s):  
High School ◽  
Philosophy Of Science ◽  
Learning Process ◽  
Scientific Community ◽  
World Society ◽  
Production Of Knowledge ◽  
The World ◽  
The Subject ◽  
The Right ◽  
Systematic Practice

Science (from Latin  scientia,  "knowledge") or systematic practice. It is a product derived from systematized searches, so a method is required. For Lakatos (2011), it is the systematization of knowledge, a grouping of logically related prepositions on the behavior of certain phenomena that one intends to study. Interdisciplinarity serves asa link between the curricular components of a school institution, so it is a model with a new division ofknowledge,  allows interaction, communication between disciplines seeking to integrate knowledge in a harmonious and meaningful way. Therefore, with this fusion of curricular knowledge, an important, scientific community is formed that provides high school with a quality in the learning process and, finally, the production of knowledge. By epistemology (it is the right knowledge, science. Logos:  speech, study. It's the philosophy of science.) freirean, it is critical, of interactionist basis, in which knowledge results from constructions of the subject with interaction with the world, society or culture. It is in this epistemology that dialogicity occurs, there is a process of constant construction in which the epistemic subject teaches and learns, learns and teaches. It is in high school, this school stage in which adolescents study, the presence of science permeating, instrumentalizing and boosting knowledge in classes and causing learning within the curriculum.

scholarly journals Reflexões sobre educação, sociedade e tecnologia, numa perspectiva libertadora / Reflections on education, society and technology, in a liberating perspective

2017 ◽  
Vol 10 (2) ◽  
pp. 158-168
Author(s):  
Wilkens Lenon Silva de Andrade
Keyword(s):  
Rapid Development ◽  
Education Technology ◽  
Digital Technologies ◽  
Education Society ◽  
Production Of Knowledge ◽  
The World ◽  
Cultura Escolar ◽  
Education And Society ◽  
Globalized World ◽  
Current Stage

RESUMO: O atual estágio do desenvolvimento humano definido pelas tecnologias da inteligência, hoje acelerado pelo rápido desenvolvimento das tecnologias digitais e a expansão das redes cibernéticas, estabelece desafios urgentes para o mundo da educação e as suas relações com a sociedade. Em diálogo com Abranches (2003), Bernheim (2008), Castells (2000), Dowbor (2011), Freire (1967), Silveira (2008) e outros autores relevantes à nossa reflexão, o artigo analisa as contradições existentes entre a produção do conhecimento no contexto da cultura escolar, sobretudo no âmbito da academia, e a privatização do conhecimento desenvolvido, transformado-o em capital cognitivo a partir das novas práticas capitalistas no mundo globalizado. As primeiras ideias deste ensaio nasceram em 2011, durante as aulas da disciplina “Educação e Sociedade”, no curso de mestrado em Educação Matemática e Tecnológica, no Centro de Educação da Universidade Federal de Pernambuco. A análise segue, portanto, um percurso metodológico que revisa e revisita a bibliografia tomada como arcabouço teórico do presente texto.PALAVRAS-CHAVE: sociedade; educação; conhecimento; tecnologias digitais; mudança da realidade.ABSTRACT: The current stage of human development defined by intelligence technologies, now accelerated by the rapid development of digital technologies and the expansion of cybernetics, poses urgent challenges for the world of education and its relations with society. In a dialogue with Abranches, Bernheim, Castells, Dowbor, Freire, Silveira and other authors who are relevant to our reflection, this article analyzes the contradictions between the production of knowledge in the context of school culture, especially in the academy's sphere and the privatization of developed knowledge which is transformed into cognitive capital from the new capitalist practices in the globalized world. The first ideas of this essay was born in 2011, during Education and Society classes which were part of a master's degree course in Mathematics and Education Technology at Federal University of Pernambuco. Therefore, It follows a methodological route that revises and revisits the bibliography taken as the theoretical framework for the present text.KEYWORDS: society; education; knowledge; digital technologies; reality change.

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