Conceitos filosóficos de insubordinação criativa na pesquisa de etnomodelagem

Autores

  • Milton Rosa Universidade Federal de Ouro Preto
  • Daniel Clark Orey UFOP

DOI:

https://doi.org/10.23925/1983-3156.2022v24i2p353-383

Palavras-chave:

Insubordinação Criativa, Etnomodelagem, Abordagem Global, Abordagem Local, Abordagem Glocal

Resumo

A aplicação de métodos de modelagem tem sentido para os pesquisadores e educadores quando esses profissionais examinam os padrões matemáticos desenvolvidos pelos membros de culturas distintas. Atualmente, uma questão importante na educação matemática é a sua tendência em valorizar uma orientação local em seu paradigma de pesquisa. Assim, é necessária uma busca por metodologias inovadoras, como a etnomodelagem, para registrar as formas históricas das ideias, procedimentos e práticas matemáticas desenvolvidas em diversos contextos culturais. No entanto, a etnomodelagem não é uma tentativa de substituir a matemática escolar/acadêmica globalizada, porém, é necessário reconhecer a existência do conhecimento matemático local no currículo escolar. Esse contexto possibilitou o surgimento da insubordinação criativa da etnomodelagem ao evocar uma perturbação que provocou uma revisão das regras e regulamentos no processo de modelagem matemática. Esse processo desencadeou um debate sobre a natureza da matemática em relação à cultura ao propor um diálogo entre as abordagens locais e globais de maneiras dialógicas. Assim, o principal objetivo deste artigo é discutir a filosofia da etnomodelagem como uma insubordinação criativa da educação matemática e como um processo de glocalização.

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Biografia do Autor

Milton Rosa, Universidade Federal de Ouro Preto

Professor Adjunto I do CEAD na UFOP

Daniel Clark Orey, UFOP

Doutorado em Educação Matemática - Professor assoaciado II.

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Publicado

2022-08-31

Como Citar

ROSA, M.; OREY, D. C. Conceitos filosóficos de insubordinação criativa na pesquisa de etnomodelagem. Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática, São Paulo, v. 24, n. 2, p. 353–383, 2022. DOI: 10.23925/1983-3156.2022v24i2p353-383. Disponível em: https://revistas.pucsp.br/index.php/emp/article/view/57289. Acesso em: 24 jul. 2024.

Edição

Seção

Finalizada - Número especial: Filosofia da Educação Matemática –2022