COUNTRYSIDE EDUCATION AND MATHEMATICS EDUCATION: POSSIBLES INTERLACING

Authors

  • Claudia Glavam Duarte
  • Juliano Espezim Faria

DOI:

https://doi.org/10.17058/rea.v25i1.5098

Keywords:

Ethnomathematics, Countryside Education, Pedagogy of Alternation

Abstract

This essay reflects on the favorable conditions that are offered by the Countryside Education on the ethnomathematics experiences. The principles that underlie such education combined with its organization of time and space - Pedagogy of Alternation - are a very favorable ground for the investigation of different mathematical rationalities. It is in view of this discussion that this article intends to put up scoring two surveys conducted by students from the Bachelor of Countryside Education of the Federal University of Santa Catarina. The first seeks to give visibility to mathematical knowledge favored by the fishermen of Ibiraquera, region of Imbituba / SC, and the second presents the mathematical rationality of a "quilombola" weaver belonging to the "Invernada dos Negros", community located in Campos Novos / SC.

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Author Biographies

Claudia Glavam Duarte

Professora adjunta da Universidade Federal do Rio Grande do Sul, Doutora em Educação, Coordenadora do GEEMCo – Grupo de Estudos em Educação Matemática e Contemporaneidade. Endereço: Rodovia RS 030 (Km 92) nº 11700 - Distrito de Emboaba - Tramandaí/RS - Brasil, CEP: 95590000. E-mail: claudiaglavam@hotmail.com.

Juliano Espezim Faria

Professor assistente da Universidade Federal de Santa Catarina, mestre em Educação, Professor integrante do GEEMCo – Grupo de Estudos em Educação Matemática e Contemporaneidade. Endereço: Campus Universitário, Rua Eng. Agronômico Andrei Cristian Ferreira, 240 Carvoeira, Florianópolis/SC - Brasil, CEP: 88040600 E-mail: julianespezim@hotmail.com

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Published

2017-01-02

How to Cite

Duarte, C. G., & Faria, J. E. (2017). COUNTRYSIDE EDUCATION AND MATHEMATICS EDUCATION: POSSIBLES INTERLACING. Reflexão E Ação, 25(1), 80-98. https://doi.org/10.17058/rea.v25i1.5098

Issue

Vol. 25 No. 1 (2017)

Section

Artigos

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