Discutindo a educação culturalmente relevante a sua conexão com os aspectos culturais de matemática por meio da etnomatemática
DOI:
https://doi.org/10.5007/1981-1322.2020.e67502Resumo
Nesse artigo, discutimos a Educação Culturalmente Relevante, as Escolas Culturalmente Relevantes, a Pedagogia Culturalmente Relevante e os aspectos culturais da Matemática. A base teórica comum desses campos de conhecimento está inter-relacionada no tocante ao desenvolvimento da Etnomatemática. Nesse contexto, os educadores respeitam os alunos provenientes de diversas culturas, propiciando esforços contínuos e genuínos para entender as suas perspectivas sociais e culturais, a fim de acolher experiências inovadoras de aprendizado e ações pedagógicas, abordando alunos com atitudes e posturas flexíveis em relação aos entendimentos interculturais. Portanto, é imperativo utilizar políticas e práticas que valorizem os educadores, os professores e os alunos com o objetivo de possibilitar a sua interação efetiva em um ambiente culturalmente diverso.
Referências
Atkinson, D. R., Morten G.; Sue, D. (1993). Counseling American minorities: a cross-cultural perspective. Madison, WI: Brown & Benchmark.
Beauboeuf-Lafontant, T. (1999). A movement against and beyond boundaries: politically relevant teaching among African American teachers. Teachers College Record, 100, 702-718.
Burns, R., Keyes, M., & Kusimo, P. (2005). Closing achievement gaps by creating culturally responsive schools. Charleston, WV: Edvantia.
Carter, T. P., & Segura, R. D. (1979). Mexican Americans in school: a decade of change. New York, NY: College Entrance Examination Board.
D’Ambrosio, U. (1990). Etnomatemática. São Paulo, SP, Brazil: Editora Ática.
D’Ambrosio, U. (1993). Etnomatemática: um programa. A Educação Matemática em Revista, 1(1), 5-11.
D’Ambrosio, U. (2001). What is ethnomathematics and how can it help children in schools? Teaching Children Mathematics, 7(6), 308-310.
D’Ambrosio, U. (2006). Ethnomathematics: link between traditions and modernity. Dordrecht, The Netherlands: Sense Publishers.
Darling-Hammond, L. (1997). Doing what matters most: investing in quality teaching. New York, NY: National Commission on Teaching & America's Future.
Dowling, P. (1991). The contextualizing of mathematics: towards a theoretical map. In: Harris (Ed.), Schools, mathematics, and work (pp. 93-120). London, England: Falmer Press.
Eglash R (1999). African fractals: modern computing and indigenous design. Rutgers University Press, New Brunswick.
Elmore, R. (2000). Building a new structure for school leadership. Washington, DC: The Albert Shanker Institute.
Gándara, P., Maxwell-Jolly, J., & Rumberger, R. (2008). Resources need for English learners: getting down to policy recommendations. Davis, CA: UCDavis.
Gay, G. (2000). Culturally responsive teaching: theory, research, and practice. New York, NY: Teachers College Press.
Hollins, E. R. (1996). Culture in school learning: revealing the deep meaning. Mahwah, NJ: Lawrence Erlbaum.
Howard, T. C. (2003). Culturally relevant pedagogy: ingredients for critical teacher reflection. Theory Into Practice, 42(3), 195-202.
Irvine, J. J. & Armento, B. J. (2001). Culturally responsive teaching: lesson planning for elementary and middle grades. New York, NY: McGraw-Hill.
Keddie, N. (1973). Tinker, tailor: The myth of cultural deprivation. Harmondsworth, England: Penguin Education.
Kretovics, J. & Nussel, E. (1994). Transforming urban education. Boston, MA: Allyn & Bacon.
Klingner, J., Artiles, A. J., & Barletta, L. M. (2006). English language learners who struggle with reading: Language acquisition or LD? Journal of Learning Disabilities, 39(2), 108–128.
Klotz, M. B. (2006). Culturally competent schools: guidelines for secondary school principals. Principal Leadership, 6, 11-14.
Ladson-Billings, G. (1994). The dreamkeepers: successful teachers of African American children. San Francisco, CA: Jossey Bass Publishers.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
Lindsey, R. B., Robins, K. N., & Terrell, R. D. (2003). Cultural proficiency: a manual for school leaders. Thousand Oaks, CA: Corwin Press.
Maddahian, E., & Bird, M. (2004). Program evaluation and research branch, planning, assessment and research division. Publication No. 178. Los Angeles, CA: Los Angeles Unified School District.
Marion, R. (2002). Leadership in education: organizational theory for the practitioner. Long Grove, IL: Waveland Press.
Moll, L. C., Amanti, C., Neff, D. & Gonzalez, N. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.
NCEE (1983). A Nation a risk: the imperative for educational reform. Washington, D.C.: U. S. Government Printing Office.
NCTM. (1991). Professional standards for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.
Nieto, S. (1999). The light in their eyes: creating multicultural learning communities. New York, NY: Teachers College Press.
Norton, S. (2005). Executive leadership for effective administration. New York, NY: Pearson Education.
Orey, D. C. (2000). The ethnomathematics of the Sioux tipi and cone. In H. Selin (Ed.), Mathematics across culture: the history of non-Western mathematics (pp.239-252). Dordrecht, Netherlands: Kulwer Academic Publishers.
Pallas, A., Natriello, G., & McDill, E. (1989). The changing nature of the disadvantaged population: Current dimensions and future trends. Educational Researcher, 18, 16-22.
Passow, A. H. (1963). Education in depressed areas. New York, NY: Teachers College Press.
Ridley, C. R. (1995). Overcoming unintentional racism in counseling and therapy: a practitioner’s guide to intentional intervention. Thousand Oaks, CA: Sage.
Rosa, M. (2010). A mixed-methods study to understand the perceptions of high school leader about English language learners (ELL): the case of mathematics. Doctorate dissertation. College of Education. Sacramento, CA: California State University, Sacramento.
Rosa, M., & Orey, D. C. (2003). Vinho e queijo: Etnomatemática e Modelagem! BOLEMA, 16(20), 1-16.
Rosa, M., & Orey, D. C. (2006). Abordagens atuais do programa etnomatemática: delinenando-se um caminho para a ação pedagógica. BOLEMA, 19(26), 19-48.
Rosa, M., & Orey, D. C. (2007). Cultural assertions and challenges towards pedagogical action of an ethnomathematics program. For the Learning of Mathematics, 27(1), 10-16.
Rosa, M., & Orey, D. C. (2008). Ethnomathematics and cultural representations: teaching in highly diverse contexts. Acta Scientiae, 10(1), 27-46.
Rosa, M., & Orey, D. C. (2013). Culturally relevant pedagogy as an ethnomathematical approach. Journal of Mathematics and Culture, 7(1), 74-97.
Scheurich, J. J., & & Skrla, L. (2003). Leadership for equity and excellence: creating high-achievement classrooms, schools, and districts. Thousand Oaks, CA: Corwin Press.
Schildkrout, E., & Keim C. A. (1990). African reflections: art from northeastern Zaire. New York, NY: The University of Washington Press.
Sowers, J. (2004). Creating a community of learners: Solving the puzzle of classroom management. Portland, OR: Northwest Regional Educational Laboratory.
Sue, D. W., & Sue, D. (1990). Counseling the culturally different: theory and practice. 2nd Ed. John Wiley & Sons.
Torres-Velasquez, D., & Lobo, G. (2004). Culturally responsive mathematics teaching and English language learners. Teaching Children Mathematics, 11, 249-255.
Townsend, B. L. (2000). The disproportionate discipline of African American learners: Reducing school suspensions and expulsions. Exceptional Children, 66, 381–391.
Trueba, E. T., & Bartolomé, L. I. (1997). The education of Latino students: Is school reform enough? ERIC Clearinghouse on Urban Education, 123, 1-10.
ZEICHNER, K. (1996). Educating teachers to close the achievement gap: issues of pedagogy, knowledge, and teacher preparation. In: B. Williams (Ed.), Closing the achievement gap: a vision to guide change in beliefs and practice (pp. 55-77). Alexandria, VA: Association for Supervision and Curriculum Development.
Downloads
Publicado
Edição
Seção
Licença
Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Atribuição 4.0 Internacional (CC BY) que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro, com reconhecimento de autoria e publicação inicial nesta revista).
