Educação matemática e linguística nos jornais pedagógicos para professores das escolas de imigração alemã do sul do Brasil

Abstract

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.

Informal use of mathematics in the classroom: The perspective of graduate students in Rural Education

“…Furthermore, some participants highlighted the importance of dialogue, humility, and appreciation of different knowledge and perspectives in the teaching and learning process. This view corroborates with what was elucidated by Knijnik, Wanderer, and Oliveira (2006) and indicates the need to build a more inclusive and democratic educational environment, where students' voices and experiences are recognized and respected.…”

“…From this perspective, knowledge is generated in response to distinct situations and is linked to historical, political, social, and cultural contexts. People construct their knowledge according to the reality they live in, and in this knowledge, their history, worldview, beliefs, myths, rituals, and notions of time and space are embedded (Knijnik, Wanderer, & Oliveira, 2006).…”

“…Ethnomathematics, therefore, seeks to problematize what has been considered as knowledge accumulated by humanity, emphasizing that the knowledge of other peoples, such as non-Europeans, non-whites, and non-urban, are often undervalued and considered as non-science. This devaluation occurs not because they are epistemologically inferior, but because they are not produced by those who, in Western society, are considered capable of producing science (Knijnik, Wanderer, & Oliveira, 2006).…”

“…According to Knijnik, Wanderer, and Oliveira (2006), academic Mathematics is a type of Ethnomathematics, as it is produced by a specific social group. The intention is not to glorify popular knowledge, but to give visibility to other mathematics silenced in school, as a cultural production of non-hegemonic groups.…”