Curriculum, mathematics and educational action: the Maria Peregrina School in the communicative action perspective
DOI:
https://doi.org/10.5007/1981-1322.2020.e67840Abstract
This article has as its research scenario the Maria Peregrina School, a confessional school located in the city of São José do Rio Preto, interior of the state of Sao Paulo, which works with a methodological proposal based on Project-based learning. The objective was to investigate whether the main assumptions of the organization and curriculum development of the school favor what Longhi (2005) defends as an Educational Action from the perspective of Jürgen Habermas' Communicative Action. This is a qualitative case study. A dialogue was established between the theories of the curriculum and the policies for the teaching of mathematics, having as a reference the Educational Action from the perspective of Communicative Action. Data were produced through bibliographical release, Tutor and / or Educational Counselor Commentary sheets on student activity, student self-assessment sheets, and the logbook of the specialist teacher of logical-mathematical intelligence. A survey of practices was also conducted, which analyzed the choice of the project, the construction of the Proposed Itinerary and the way the learning shifts take place. The data analysis showed that actions developed at Maria Peregrina School, such as how to approach the Mathematics Curriculum of the State of Sao Paulo, and the teacher-student relationship in preparing the Proposed Itinerary and the way the learning assessment is treated, make Educational Action a possibility of communicative action among children and adolescents.
References
Araújo, J.L. & Borba, M.C. (2013). Collectively Researching Mathematics Education. In: M.C. Borba & J.L Araújo. (Org.). Qualitative Research in Mathematical Education. 5. ed. Belo Horizonte: Authentic, p. 31–51.
Brazil (1997). Ministry of Education. Secretariat of Elementary Education. National Curriculum Parameters for Elementary School: introduction. Brasilia: MEC / SEF.
Brazil (2017). Ministry of Education. Common National Curriculum Base (BNCC). Education is the foundation. Brasilia: MEC / CONSED / UNDIME.
Canavarro, A. P. Mathematics teaching practices: two teachers, two curricula. (PhD Thesis, University of Lisbon). Lisbon: Mathematics Teachers Association, Theses Collection.
Dewey, J. (1959). Democracy and education. 3. ed. São Paulo: National Publishing Company.
Gardner, H. (1993). Multiple Intelligences: Theory in Practice. Porto Alegre: Medical Arts.
Habermas, J. (2012a). Communicative acting theory. Vol 1. Rationality of action and social rationalization. Sao Paulo, Martins Fontes.
Habermas, J. (2012b). Communicative acting theory. Vol 2. About the critique of functionalist reason. Sao Paulo, Martins Fontes.
Longhi, A.J. (2005). Educational action from the perspective of Jürgen Habermas's theory of communicative acting: a reflexive approach. Doctoral dissertation, State University of Campinas, Campinas, SP, Brazil.
Lopes, T. S. (2011). Curriculum and Affirmative Actions: Multicultural Perspectives. Curriculum Space, 4 (1), 35-39.
Lüdke, M. & André, M. E. D. A. (2015). Education Research: qualitative approaches. 2. ed. Rio de Janeiro: U.S., 2015.
Oliveira, I. B. (1996). Habermas's contribution to democracy in education. Research Papers, 98 (1), 5-13.
Pacheco, J. A. (2005). Curriculum Studies: for the critical understanding of education. Porto: Porto Publisher.
Pacheco, J. A. (2016). For the notion of curriculum transformation. Research Notebooks, 46 (6477), 64-77.
Pacheco, J.A. & Pereira, N. (2007). Curriculum Studies: from theories to school projects. Education in Review, 45 (1), 197-221.
Peralta, D.A. (2012). Continuing education of mathematics teachers in the context of curriculum reform: contributions of communicative action theory. 2012. 209 f. Thesis (PhD) - Paulista State University Júlio de Mesquita Filho, Bauru School of Sciences.
Pompey, C.C. (2013). Mathematics class: the relations between the subject and the mathematical knowledge. Bolema, 27 (45), 303-321.
Ponte, J. P. (2006). Case studies in mathematics education. Bolema, 19 (25), 3-18.
Sao Paulo (2012). (State) Secretariat of Education. São Paulo State Curriculum: Mathematics and its technologies / Secretariat of Education; general coordination, Maria Inês Fini; area coordination, Nilson José Machado. 1. ed. current. Sao Paulo: SE. 72 p.
Sao Paulo. (2014). Curriculum Guidelines of the State of São Paulo: Early Years of Elementary School MATHEMATICS. EMAI. São Paulo: State Department of Education.
Sao Paulo. (2019). (State). SEE - SP; UNDIME - SP. Paulista Curriculum. Sao Paulo: SEE
Peralta, D.A. & Goncalves, H.J.L. (2018). Curriculum development in mathematics education: possibility of (re) politicization of the public sphere through communicative action. In: R. S. R. da Silva (Org.). Formative processes in mathematical education: philosophical and pragmatic perspectives. Porto Alegre: Publisher Fi, pp. 47-66.
Peralta, D.A. & Rodrigues, A.F.B. (2017). Evaluation as an Educational Action in the perspective of Jürgen Habermas's Communicative Action. Mathematical Education in Review, 22, p. 143-161.
Downloads
Published
Issue
Section
License
Authors hold the copyright and grant the journal the right for their articles' first publication, being their works simultaneously licensed under the Creative Commons Attribution License (CC BY), which allows the sharing of such works with its authorship acknowledged and its initial publication in this journal.
Authors are allowed to enter into separate additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or as a book chapter, with an acknowledgment of its initial publication in this journal).
