Princípios da Educação Culturalmente Relevante em uma Perspectiva Etnomatemática
DOI:
10.37001/remat25269062v17id306Palavras-chave:
Educação Culturalmente Relevant, Pedagogia Culturalmente Relevante, EtnomatemáticaResumo
A implantação da educação culturalmente relevante auxilia no desenvolvimento do aprendizado intelectual, social e político dos alunos por meio da utilização de referências culturais para desencadear o conhecimento matemático. Esse tipo de educação utiliza a experiências prévias de alunos para tornar o aprendizado relevante e efetivo, pois visa reforçar a sua conexão com as atividades escolares. As escolas culturalmente relevantes contextualizam a instrução e as práticas escolares enquanto mantém o rigor acadêmico. Nessas escolas, os líderes escolares, os professores e os funcionários são capazes de reconhecer e construir com base nos pontos fortes dos alunos por meio da aplicação de estratégias instrucionais que são culturalmente relevantes. A liderança culturalmente relevante está enraizada na convicção de que os alunos são capazes de se destacarem em projetos acadêmicos. Existe a necessidade de facilitar a implementação da pedagogia culturalmente relevante nos currículos escolares, que é projetada para embeber a cultura escolar nos backgrounds culturais dos alunos, auxiliando-os a conceituar o conhecimento. As abordagens da etnomatemática e da pedagogia culturalmente relevante no currículo matemático visam tornar os conteúdos matemáticos relevantes para os alunos. Assim, o objetivo desse artigo teórico é discutir os princípios da educação culturalmente relevante de acordo com a perspectiva etnomatemática.
Downloads
Métricas
Referências
AGBO, S. Unstated features of cultural deprivation or discontinuity: culture standards for administrators and teachers of aboriginal students. Journal of Educational Administration and Foundations, v. 16, n. 2, p. 10–36, 2002.
ATKINSON, D. R., MORTEN G.; SUE, D. Counseling American minorities: a cross-cultural perspective. Madison, WI: Brown & Benchmark, 1993.
BANKS, J. A curriculum for empowerment, action, and change. In: SLEETER, C. E. (Ed.), Empowerment through multicultural education. Albany, NY: SUNY Press, 1991. pp. 125-141.
BEAUBOEUF-LAFONTANT, T. A movement against and beyond boundaries: politically relevant teaching among African American teachers. Teachers College Record, v. 100, p. 702-718, 1999.
BISHOP, A. J. Mathematics enculturation: a cultural perspective on mathematics education. Dordrecht, The Netherlands: Kluwer, 1988.
BRASIL. Parâmetros curriculares nacionais: matemática. Brasília, DF: MEC/SEF, 1998.
BURNS, R., KEYES, M.; KUSIMO, P. Closing achievement gaps by creating culturally responsive schools. Charleston, WV: Edvantia, Inc., 2005.
CHIEUS, G. J. Etnomatemática: reflexões sobre a prática docente. In: RIBEIRO, J. P. M.; DOMITE; M. C. S.; FERREIRA, R. (Eds.), Etnomatemática: papel, valor e significado. São Paulo, SP, Brazil: ZOUK, 2004. pp. 185-202.
D’AMBROSIO, U. Etnomatemática. São Paulo, SP, Brazil: Editora Ática, 1990.
DAMAZIO, A. Especifidades conceituais da matemática da atividade extrativa do carvão. Coleção Introdução à Etnomatemática. Natal. RN, Brazil: UFRN, 2004.
DARLING-HAMMOND, L. Doing what matters most: investing in quality teaching. New York, NY: National Commission on Teaching & America's Future, 1997.
DAVIS, D. M. Toward democratic education: the importance of culturally responsive leadership in 21st century schools. In: HART, P. S. (Ed.), Race, ethnicity and public education. Boston, MA: The Trotter Review, 2002. pp. 5-16.
DEMMERT, W. J. JR. Improving academic performance among Native American students: a review of the research literature. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, 2001.
DUARTE, C. G. Implicações curriculares a partir de um olhar sobre o mundo da construção civil. In: KNIJNIK, G., WANDERER; F.; OLIVEIRA, C. J. (Eds.), Etnomatemática: currículo e formação de professores. Santa Cruz do Sul, RS, Brazil: EDUNIS, 2004. pp. 195-215.
FARMER, T. A.; HIGHAM, J. R. Culturally responsive leadership: graduate program egalitarianism. Paper presented at the Annual Meeting of the University Council of Educational Administration in Alexandria, Virginia, 2007.
FULLAN, M. Leading in a culture of change. San Francisco, CA: Jossey-Bass, 2001.
GÁNDARA, P., MAXWELL-JOLLY, J.; RUMBERGER, R. Resources need for English learners: getting down to policy recommendations. Davis, CA: UCDavis, 2008.
GAY, G. Culturally responsive teaching: theory, research, and practice. New York, NY: Teachers College Press, 2000.
HART, L. E. Some directions for research on equity and justice in mathematics education. In: BURTON, L. (Eds.). Which way social justice in mathematics education? International Perspectives on Mathematics Education. Westport, CT: Praeger Publishers, 2003. PP. 25-50.
IRVINE, J. J.; ARMENTO, B. J. Culturally responsive teaching: lesson planning for elementary and middle grades. New York, NY: McGraw-Hill, 2001.
KAWAGLEY, A. O.; BARNHARDT, R. A long journey: Alaska onward to excellence in Yupiit/Tuluksak schools. Fairbanks, AK: University of Alaska, 1999.
KRETOVICS, J.; NUSSEL, E. Transforming urban education. Boston, MA: Allyn & Bacon, 1994.
KLINGNER, J., ARTILES, A. J.; BARLETTA, L. M. English language learners who struggle with reading: Language acquisition or LD? Journal of Learning Disabilities, 39(2), 108–128, 2006.
KLOTZ, M. B. Culturally competent schools: guidelines for secondary school principals. Principal Leadership, p. 11-14, 2006.
KOMIVES, S. R., LUCAS, N.; MCMAHON, T. R. Exploring leadership: for college students who want to make a difference. San Francisco, CA: Jossey-Bass, 2007.
LADSON-BILLINGS, G. Toward a theory of culturally relevant pedagogy. American Educational Research Journal, v. 32, n. 3, p. 465-491, 1995.
LEE, O. Equity for linguistically and culturally diverse students in science education: a research agenda. Teachers College Record, v. 105, n. 3, p. 465–489, 2003.
LIPKA, J.; ADAMS, B. Improving rural and urban students’ mathematical understanding of perimeter and area. Fairbanks, AK: University of Alaska, Fairbanks, 2001.
LITTLE, J. W. Teachers' professional development in a climate of education reform. Education Evaluation and Policy Analysis, v. 15, p. 129-151, 1993.
MADDAHIAN, E. Evaluation of the implementation of culturally relevant and responsive education. Publication No. 218. Los Angeles, CA: L. A. Unified School District, 2004.
MOLL, L. C., AMANTI, C., NEFF, D.; GONZALEZ, N. Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, v. 31, n. 2, p. 132-141, 1992.
NCTM. Professional standards for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics, 1991.
NORTON, S. Executive leadership for effective administration. New York, NY: Pearson Education Inc., 2005.
PASSOW, A. H. Education in depressed areas. New York, NY: Teachers College Press, 1963.
ROSA, M. 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, 2010.
ROSA, M.; OREY, D. C. Cultural assertions and challenges towards pedagogical action of an ethnomathematics program. For the Learning of Mathematics, v. 27, n. 1, p. 10-16, 2007.
ROSA, M.; OREY, D. C. Culturally relevant pedagogy as an ethnomathematical approach. Journal of Mathematics and Culture, v. 7. n. 1, p. 74-97, 2013.
ROSA, M.; OREYD, D. C. Ethnomodelling as the mathematization of cultural practices. In: STILLMAN, G. A.;BLUM, W.; KAISER, G. (Eds.). Mathematical modelling and applications: crossing and researching boundaries in mathematics education. Cham, Switzerland: Springer, 2017.
Scheurich, J. J.; & Skrla, L. (2003). Leadership for equity and excellence: creating high-achievement classrooms, schools, and districts. Thousand Oaks, CA: Corwin Press, Inc.
TRUEBA, E. T.; BARTOLOMÉ, L. I. The education of Latino students: Is school reform enough? ERIC Clearinghouse on Urban Education, v. 123, n. 1-10, 1997.
TULKIN, S. R. An analysis of the concept of cultural deprivation. Developmental Psychology, v. 6, n. 2, p. 326-339, 1972.
WIBBEKE, E. S. Global business leadership. Oxford, England: Elsevier, Inc., 2009.
YBARRA, R. Cultural dissonance in basic writing courses. Journal of Basic Writing, v. 20, n. 1, ´. 37-52, 2001.
ZEICHNER, K. 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. Alexandria, VA: Association for Supervision and Curriculum Development, 1996. pp. 55-77.
Downloads
Publicado
Métricas
Visualizações do artigo: 76 PDF (English) downloads: 39
Como Citar
Edição
Seção
Licença
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
