The study discusses mathematics education from a Foucaultian genealogical perspective. It considers two Brazilian time-space forms of life. Both are situated in the southernmost state of the country. One occurred during the mid-twentieth century, while the other connected to the Movimento Sem Terra (Landless Movement), a national social movement, emerged 25 years ago precisely in this part of the country. The study analyzes two events of those forms of life: imposing the Portuguese language on the German colonization schools during the time of the Nationalization Campaign (1939)(1940)(1941)(1942)(1943)(1944)(1945) and the closing of the itinerant schools of the Landless Movement that happened recently. Using Later Wittgenstein ideas, some language games that constitute school mathematics and peasant mathematics in those two forms of life are described. Based on this description articulated with the discussion about Hardt and Negri's notion of differential inclusion, it is argued that school mathematics in those two different time-space forms of life works as a gear in the production of differential inclusion.
The article discusses the Escola Ativa (Active School) Program (EAP), a federal public policy addressed to multi-seriated country schools, which has special focus on the area of mathematics. The theoretical framework for the study consists in an ethnomathematics perspective developed in dialogue with ideas from the later works of Wittgenstein and with those of Foucault. From the latter, the main notion utilized here is that of governmentality. The research material includes documents made available by the EAP and questionnaires filled by teachers responsible for formation courses in the State of Rio Grande do Sul. The analysis discloses a tension between the pedagogical guidelines offered to teachers and the activities proposed to the pupils in the area of mathematics, and also that the program steers the conduct of teachers, pupils and, more broadly, of the local population. By regulating this population, the program works as a government device that institutes a depoliticized and romantic view of the countryside, trivializes the need for theorization in the conception of educative processes, and situates life in the countryside at a level inferior to that of urban life. This is expressed in a more specific way in the mathematical education, particularly in geometry: strategies are put in motion by EAP in order to reinforce this hierarchizing process, which ultimately is a process of (re)production of inequalities. Therefore, the urban and country populations are signified not only as different, but as unequal.
The paper discusses issues concerning the educational field linked to Germanimmigration to Southern Brazil that began in 1824. Specifically, it aims at analysingdiscourses on mathematics and linguistic education in schools that circulated in twopedagogical journals addressing teachers at German immigrants' schools of thesouthernmost state of Brazil, in the first third of the twentieth century. The first waspublished by the Catholic German-Brazilian Teachers’ Association and the second by theEvangelic German-Brazilian Teachers’ Association. Based on Foucaultian theorizations andlate Wittgenstein ideas, the study shows that one of the statements presented in bothdiscourses was related to the importance of using, in classroom, elements of non-schoolforms of life and that this statement interwove, in different ways, with statements thatshaped the pedagogical discourse of that epoch.
Discursos produzidos por colonos do sul do país sobre a matemática e a escola de seu tempo IntroduçãoEste trabalho apresenta resultados parciais de uma investigação que teve como propósito analisar discursos sobre a escola e a matemática escolar de um grupo de colonos, descendentes de alemães e evangélicos-luteranos, que freqüentavam uma escola rural do município de Estrela (RS) quando da efetivação dos decretos que instituíram a Campanha de Nacionalização -uma das medidas do Estado Novo (1937)(1938)(1939)(1940)(1941)(1942)(1943)(1944)(1945), implementado no Brasil por Getúlio Vargas. A escolha desse período foi considerada por ter sido um momento importante de transformações políticas, econômicas e sociais, endereçando novas políticas educacionais para os descendentes de alemães do sul do país. Além disso, ao estudar uma comunidade rural, seria possível problematizar, especificamente no contexto escolar e da educação matemática, as enunciações produzidas sobre os sujeitos rurais, tanto no período enfocado como nos dias atuais, constituindoos com as marcas do atraso.A sustentação teórica do artigo (assim como das demais partes da investigação) encontra-se no campo da etnomatemática -constituído mediante os entrecruzamentos das teorizações pós-estruturalistas, em especial o pensamento de Michel Foucault, e das idéias formuladas por Ludwig Wittgenstein (2004) em sua obra Investigações filosóficas. O material de pesquisa examinado consistiu em narrativas produzidas por um grupo de sete colonos que estudaram naquela escola no período enfocado 1 e em um texto elaborado por "seu" Herbert, um dos participantes da pesquisa (sem que houvesse solicitação para isso), no qual narrou suas experiências de menino estudante, explicitando elementos da matemática escolar praticada naquela escola rural. As narrativas foram geradas mediante entrevistas individuais, realizadas em suas casas, em duas sessões, cada uma de aproximadamente duas horas.Apoiando-nos nos aportes teóricos escolhidos, principalmente na discussão desenvolvida por Foucault sobre a noção de discurso, o material de pesquisa foi avaliado, buscando seguir o que diz Veiga-Neto 1 Quando da realização das entrevistas, a idade dos participantes da pesquisa variava entre 75 e 79 anos.
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