RESUMOO presente artigo procura elucidar pontos nodais do Realismo Crítico com relação às compreensões de verdade científica e progresso da ciência, explicando conceitos-chave como estratificação e emergência da realidade, relativismo epistemológico, ontologia e julgamento racional. Para alcançar tais objetivos fez-se um estudo da primeira fase da obra de Roy Bhaskar, fundador da corrente filosófica, na qual percebe-se que tal metateoria tem grandes potencialidades para o campo educacional das Ciências e da Matemática, haja vista seu caráter unificador. Dessas potencialidades apresenta-se o referencial marxista--lukacsiano, e seu método ontológico-genético, como aquele que possibilita uma importante abordagem metodológica na pesquisa em Filosofia da Educação Matemática, estando de acordo com os critérios metateóricos determinados pelo Realismo Crítico. Palavras-chave: Realismo Crítico. Ontologia. Filosofia da Educação Matemática.
CRITICAL REALISM AND MARXISM: CONTRIBUTIONS TO THE PHILOSOPHY OF MATHEMATICAL EDUCATION
ABSTRACTThe present article seeks to elucidate the points of critical Realism in relation to the understandings of scientific truth and progress of science, explaining key concepts such as stratification and emergence of reality, epistemological relativism, ontology and rational judgment. In order to reach such objectives, a study was made of the first phase of the work of Roy Bhaskar, founder of the philosophical current, where it is perceived that such metateoria has great potentialities for the educational field of sciences and mathematics since its unifying character. From these potentialities is the Marxist-Lukácsian referential, and its ontological-genetic method, as one that makes possible an important methodological approach in the research in Philosophy of Mathematical Education, being in agreement with the meta-theoretical criteria determined by Critical Realism.
Background: Creative insubordination in mathematics education has been instituted as a research field that favours the development of pedagogical and training practices that fight oppression and social exclusion. Objectives: This article seeks to theoretically develop the concept of creative insubordination as an ethical act, establishing the importance of collective insubordination actions for the maintenance of their creations in defence of the oppressed and exploited. Design: Research in the philosophy of mathematics education is articulated with reflections on pedagogical practices in mathematics teaching from a critical-ontological and ethical perspective. Setting and Participants: This work reports the experience of teachers who teach mathematics in a popular education project. Data collection and analysis: we analysed three examples of creative and collective insubordination seeking to understand how these are characterised as ethical acts and the learning that we can obtain from them for our insubordinate actions in the teaching of school mathematics. Results: We conclude that insubordination is only creative if -and creations are insubordinate only if-it is an ethical act, i.e., a collective act. Therefore, the collective factor needs to be reinforced in research and in insubordinate proposals in mathematics teaching.
<p>A alienação por muito tempo foi considerada uma temática revisionista no campo marxista sendo pouco explorada em Educação Matemática (EM). Partindo da alienação como categoria marxista analisamos a Teoria da Objetivação chegando à conclusão de que esta se equivoca ao ignorar a luta de classes como categoria analítica na educação escolar desembocando numa postura pedagógica idealista. Por fim defendemos duas tarefas para a TO na perspectiva da revolução socialista: tomar a luta de classes como central na análise concreta da realidade da sala de aula de matemática e articular suas estratégias pedagógicas de superação da alienação com as lutas mais amplas da classe trabalhadora.</p>
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