Equidade e Educação Matemática <br> Equity and Mathematics Education

Autores

  • Guilherme Henrique Gomes da Silva Universidade Federal de Alfenas - UNIFAL - MG

Palavras-chave:

Equidade, Justiça Social, Educação Matemática

Resumo

De forma geral, o conceito de equidade é subjetivo. Em muitos casos, as pessoas possuem um entendimento próprio sobre este termo, sendo influenciadas pelo contexto social em que estão inseridas. Na educação matemática, as pesquisas que lidam com o conceito de equidade aproximam-se basicamente de três abordagens, uma materialista, uma liberalista e outra pós-estruturalista. Neste artigo será apresentado um panorama geral sobre estas pesquisas, evidenciando os principais posicionamentos e contradições existentes em relação a este conceito. Em especial, serão destacadas quatro dimensões importantes na busca por equidade em contextos nos quais a educação matemática atua: acesso, realização, identidade e poder. Por fim, tais dimensões serão relacionadas com a ideia de justiça como equidade de John Rawls.

 

Equity concept is subjective in general. Based on social contexts, people develop their own understanding of what equity means. Several researches have addressed this concept in mathematics education from different perspectives such as materialism, liberalism, and post-structuralism. In this paper, I present a discussion of how research in mathematics education dealt with the concept of equity. My main goal is to reflect on the main positions and contradictions regarding this concept. In a particular, I highlight four important dimensions for examining equitable issues in mathematical contexts: access, achievement, identity, and power. Finally, I will relate these dimensions to John Rawls’ ideas about justice and fairness.


Metrics

Carregando Métricas ...

Biografia do Autor

Guilherme Henrique Gomes da Silva, Universidade Federal de Alfenas - UNIFAL - MG

Doutorando em Educação Matemática - UNESP de Rio Claro-SP

Mestre em Educação Matemática - UNESP de Rio Claro-SP

Docente da Universidade Federal de Alfenas, UNIFAL-MG, no Instituto de Ciências Exatas - ICEx.

Referências

APPLE, M. W. (1995). Taking power seriously: New directions in equity in mathematics education and beyond. In: SECADA, W.; FENNEMA, E.; ADAJIAN, L. (Eds), New directions for equity in mathematics education, p. 329-348.

BARTELL, T. G. (2012). Is this teaching mathematics for social justice? Teachers’ conceptions of mathematics classrooms for social justice. In: WAGER, A. A., STINSON, D. W. (Eds.), Teaching mathematics for social justice: Conversations with educators. Reston, VA: National Council of Teachers of Mathematics, p. 113-125.

BERRY III, R. Q. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, p. 464-488.

BOSE, E; REMILLARD, J. (2011). Looking for Equity in Policy Recommendations for Instructional Quality. In: ATWEH, B., GRAVEN, M., SECADA, W., VALERO, P. (Eds), Mapping Equity and Quality in Mathematics Education. Springer Netherlands, p. 177-190.

ELLINGTON, R.; PRIME, G. (2011). Reconceptualizing quality and equity in the cultivation of minority scholars in mathematics education. In: ATWEH, B., GRAVEN, M., SECADA, W., VALERO, P. (Eds), Mapping equity and quality in mathematics education. Springer Netherlands, p. 423-435.

FENNEMA, E. (1990) Justice, equity and mathematics education. In: LEDER, G.; FENNEMA, E. (Eds), Mathematics and gender (New York, Teachers College Press).

FITZSIMONS, G. E. (2011). A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education. In: ATWEH, B., GRAVEN, M., SECADA, W., VALERO, P. (Eds), Mapping Equity and Quality in Mathematics Education. Springer Netherlands, p. 105-121.

FRANKENSTEIN, M. (1995). Equity in mathematics education: Class in the world outside the class. In: SECADA, W.; FENNEMA, E.; ADAJIAN, L. (Eds). New directions for equity in mathematics education, p. 165-190.

FRANKENSTEIN, M. (2012). Beyond math content and process: Proposals for underlying aspects of social justice education. In: WAGER, A. A., STINSON, D. W. (Eds.), Teaching mathematics for social justice: Conversations with educators, Reston, VA: National Council of Teachers of Mathematics p. 49-62.

GONZALEZ, L. (2012). Valuing the process: Working with teachers around mathematics for social justice. In: WAGER, A. A., STINSON, D. W. (Eds.), Teaching mathematics for social justice: Conversations with educators. Reston, VA: National Council of Teachers of Mathematics, p. 127 – 144.

GUTIÉRREZ, R. (2002) Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematical Thinking and Learning, 4 (2/3), 145–187.

GUTIÉRREZ, R. (2007). Context matters: Equity, success, and the future of mathematics education. In: LAMBERG, T., WIEST, L. (Eds.), Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Stateline: University of Nevada, Reno, p.1-18.

GUTIÉRREZ, R. (2008). A “gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39 (4), 356–364.

GUTIÉRREZ, R. (2009). Embracing the inherent tensions in teaching mathematics from an equity stance. Democracy and Education, 18 (3), 9–16.

GUTIÉRREZ, R. (2012). Context Matters: How Should We Conceptualize Equity in Mathematics Education?. In: HERBEL-EISENMANN, B., et al. Equity in Discourse for Mathematics Education. Springer Netherlands, p. 17-33.

GUTSTEIN, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34 (1), 37–73.

GUTSTEIN, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge.

GUTSTEIN, E. (2012). Reflections on teaching and learning mathematics for social justice in urban schools. In: WAGER, A. A., STINSON, D. W. (Eds.), Teaching mathematics for social justice: Conversations with educators, Reston, VA: National Council of Teachers of Mathematics, p. 63-80.

HILLIARD, A. (2003). No mystery: Closing the achievement gap between Africans and excellence. In: PERRY, T.; STEELE, C.; HILLIARD, A. (Eds.), Young, gifted and black: Promoting high achievement among African American students. Boston: Beacon, p. 131-165.

KEYNES, H. B. (1995). Can equity thrive in a culture of mathematical excellence? In: SECADA, E. FENEMMA, BYRD, L. (Eds.), New directions for mathematics education, p. 57-92.

KURT Jr., V. “Harrison Bergeron” (1961) in KURT Jr., V. Welcome to the Monkey House. Nova York, Dell Publishing.

LEONARD, J., EVANS, B. R. (2012). Challenging beliefs and dispositions: Learning to teach mathematics for social justice. In WAGER, A. A., STINSON, D. W. (Eds.) Teaching mathematics for social justice: Conversations with mathematics educators, Reston, VA: National Council of Teachers of Mathematics, p. 99-111.

LUBIENSKI, S. T. (2008). On" gap gazing" in mathematics education: The need for gaps analyses. Journal for Research in Mathematics Education, p. 350-356.

MOSES, R. P.; COBB, C. E. (2001). Radical equations: Math literacy and civil rights. Beacon Press.

PAIS, A., VALERO, P. (2011). Beyond disavowing the politics of equity and quality in mathematics education. In: ATWEH, B., GRAVEN, M., SECADA, W., VALERO, P. (Eds), Mapping equity and quality in mathematics education. Springer Netherlands, p. 35-48.

PAIS, A. (2012). A critical approach to equity in mathematics education. In GREER, B. SKOVSMOSE, O. (Eds.), Opening the cage: Critique and politics of mathematics education. Rotterdam: Sense, p. 49-92.

PEREIRA, J. J. B. J.; FRANCIOLI, F. A. S. (2011). Materialismo Histórico-Dialético: contribuições para a teoria histórico cultural e a pedagogia histórico-crítica. Germinal: Marxismo e Educação em Debate, Londrina, v.3 n.2 p. 93-10, dez.

PETERS, M. (2000). Pós-estruturalismo e filosofia da diferença: uma introdução. Belo Horizonte, Editora Autêntica.

RAWLS, J. (2003). Justiça como equidade: uma reformulação. Editora Martins Fontes.

ROHN, D. (2013). Equity in Education: The Relationship Between Race, Class, and Gender in Mathematics for Diverse Learners. Urban Education Research and Policy Annuals, v. 1, n. 1.

ROBINSON, J. P.; LUBIENSKI, S. T. (2011). The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School Examining Direct Cognitive Assessments and Teacher Ratings. American Educational Research Journal, v. 48, n. 2, p. 268-302.

SANDEL, M. J. (2014). Justiça: o que é fazer a coisa certa. 13ª edição. Rio de Janeiro: Civilização Brasileira.

SECADA, W. G. (1995). Social and critical dimensions for equity in mathematics education. In SECADA W., FENNEMA, E., ADAJIAN, L. B. (Eds.), New directions for equity in mathematics education. Cambridge: Cambridge University Press, p.146-164.

SKOVSMOSE, O. (1988). Mathematics as part of technology. Educational Studies in Mathematics, v. 19, n. 1, p. 23-41.

SKOVSMOSE, O. (2011). An invitation to critical mathematics education. Sense Publishers.

SKOVSMOSE, O.; VALERO, P. (2001). Breaking political neutrality: The critical engagement of mathematics education with democracy. In: ATWEH, B., FORGASZ, H., NEBRES, B. Socio-cultural aspects of mathematics education: An international research perspective, p. 37-56.

VALERO, P. (2012). A Socio-Political Look at Equity in the School Organization of Mathematics Education. In: FORGASZ, H., RIVERA, F. (Eds), Towards Equity in Mathematics Education: Gender, Culture and Diversity. Springer Berlin Heidelberg, p. 373-387.

WERLE, D. L. (2012). O liberalismo contemporâneo e seus Críticos. In RAMOS, F. C., MELO, R., FRATESCHI, Y. Manual de Filosofia Política: para os cursos de teoria do estado e ciência política, filosofia e ciências sociais. São Paulo. Editora Saraiva, p.259-284.

Downloads

Publicado

2016-04-30

Como Citar

SILVA, G. H. G. da. Equidade e Educação Matemática &lt;br&gt; Equity and Mathematics Education. Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática, São Paulo, v. 18, n. 1, 2016. Disponível em: https://revistas.pucsp.br/index.php/emp/article/view/21081. Acesso em: 18 nov. 2024.

Edição

v. 18 n. 1 (2016)

Seção

Artigos

Licença

Autores que publicam nesta revista concordam com os seguintes termos:

    1. Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
    2. 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.
    3. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).