COMPLEMENTARY EDUCATION SPACES OF VENEZUELAN MATHEMATICS EDUCATORS. CASE: VENEZUELAN SCHOOL FOR THE TEACHING OF MATHEMATICS - EVEM

ABSTRACT Qualitative study on mathematical educators complementary education spaces, considering the Venezuelan School for Mathematics Teaching. Referents: Social history (Bernal); Epistemology of Science (Toulmin); Scientific Field (Bourdieu); Systemic vision of Mathematics Education in Venezuela (Beyer). Finding: EFC-EMVs are dialogic, interdisciplinary, generate knowledge about teaching-learning of mathematics, for the Venezuelan educational reality.

Transcending networks’ boundaries: losses and displacements at the contact zone between English and Hebrew

This conceptual article applies a theoretical-linguistic analysis for examining the socio-cultural-historical networks that gave rise to two distinct forms of out-of-school education. One form is practiced in western English speaking cultures and termed “informal education”. The other form is practiced in Israel and termed “complementary education”. The process of examination applies the theoretical lens of Actor-Network-Theory (ANT) to analyse how social- historical-cultural-political processes have interacted to produce “complementary education” in Israel. This is followed by analysis of the bi-lingual translation processes that take place at the contact-zone (Pratt, M. L. 1991. Arts of the contact zone. Profession, ofession, 33–40. Modern Language Association Publishers.) between the two languages. The ANT analysis revealed a network consisting of a unique educational model that closely aligns with Ivan (Illich, I. 1971. Deschooling society. New York, USA: Harper and Row.) model presented in his seminal book Deschooling society. The examination also revealed that over time, the Anglophone term “informal education” displaced the Hebrew term “complementary education”, yet the network itself with its unique model continues to thrive. Examination of the contact zone between English and Hebrew found a strong Anglophone dominance, which permits only unidirectional translation from English to Hebrew. The discussion argues for developing post-monolingual research which provides opportunities for bi-directional translation processes to take place, thus eliminating losses of valuable knowledge at both sides of the contact zone.

REMARKS ON COMPLEMENTARY EDUCATION OF AN ADULT PERSON

The article presents concepts of complementary education. It indicates the characteristic features of this didactic concept such as individuality, subjectivity and turning towards modern education techniques. The relationship between complementary education and didactic tradition is underlined. The authors also point to the links between education and its axiological perspective.

Portuguese complementary education in the United Kingdom

Uma das manifestações mais visíveis do ensino da língua portuguesa no Reino Unido, o Ensino Português no Estrangeiro, resulta da imigração portuguesa entre os anos 60 do século XX e a atualidade, realidade que adquiriu uma nova expressão com a chegada de imigrantes brasileiros entre 1990 e a primeira década de 2000. As aulas de língua portuguesa nasceram como uma iniciativa de base comunitária, promovidas por pais e associações de imigrantes e marcadas por uma política de manutenção de língua. Ainda antes da revolução de 1974, o governo português assumiu a organização dos cursos, tendo a expansão da rede de apoio às comunidades diaspóricas acontecido no período pós‑revolucionário. Na viragem para o século XXI, a rede teve de se adaptar a novos discursos políticos e legislativos. Especialmente após o período entre 2006 e 2009, momento em que os cursos transitaram para a tutela do Instituto Camões, a língua portuguesa adquiriu um novo papel, o de recurso económico num mundo globalizado. No seio da comunidade, a aprendizagem de português passou a ser encarada como um investimento em capital cultural e educativo.