A Matemática na Vida Versus na Escola:
Uma Questão de Cognição Situada ou de Identidades Sociais?
Palavras-chave:
Cognição, Cultura, Contexto sócio-cultural, Aprendizagem da matemática, Identidade socialResumo
RESUMO - Este artigo objetiva discutir como crianças experienciam a relação entre a matemática da vida diária e a da escola. Um estudo empírico é apresentado visando ilustrar: (a) a necessidade de ir além das correntes explicações em termos de "cognição situada"; (b) uma explicação alternativa dessa relação em termos de "construção de identidades sociais". O estudo foi conduzido entre alunos de uma comunidade canavieira no Nordeste do Brasil, na qual a matemática da vida diária era diferente da matemática da escola.
Downloads
Não há dados estatísticos.
Referências
Abreu, G. de. (1988). O uso da matemática na agricultura: o caso
dos produtores de cana-de-açúcar. Dissertação de Mestrado,
Universidade Federal de Pernambuco, Recife.
Abreu, G. de. (1991). Psicologia no trabalho, um enfoque cognitivo:
o uso da matemática por agricultores de cana-de-açúcar. Psicologia,
Teoria e Pesquisa, 7, 163-177.
Abreu, G. de. (1993). The relationship between home and school
mathematics in a farming community in rural Brazil. Tese de
Doutorado, Universidade de Cambridge, Cambridge,
Inglaterra.
Abreu, G. de. (1995). Understanding how children experience the
relationship between home and school mathematics. Mind,
Culture and Activity: An International Journal, 2, 119-142.
Abreu, G. de, Bishop, A.J. & Pompeu, G. (no prelo). What children
and teachers count as mathematics. Em P. Bryant & T. Nunes
(Orgs.), How do children learn mathematics, Brighton:
Lawrence Erlbaum.
Abreu, G. de & Carraher, D.W. (1989). The mathematics of Brazilian
sugar-cane farmers. Em C. Keitel, P. Damerow, A.
Bishop & P. Gerdes (Orgs.), Mathematics, education, and
society (pp. 68-70). Paris: UNESCO.
Bishop, A.J. (1988). Mathematical enculturation: A cultural perspective
on mathematics education. Dordrecht: Kluwer.
Brenner, M.E. (1985). The practice of arithmetic in Liberian
schools. Anthropology and Education Quarterly, 16, 177-186.
Brenner, M.E. (1991). Knowledge and situated cognition: Children^
knowledge ofmoney in stores and in school. Trabalho
apresentado na XV International Conference for the Psychology
of Mathematics Education, Assisi, Itália.
Carraher, D.W. (1991). Mathematics learned in and out of school:
A selective review of studies from Brazil. Em M. Harris (Org.),
School mathematics and work (pp. 169-201). London: The
Falmer Press.
Carraher, T.N. (1986). From drawings to buildings: Working with
mathematical scales. International Journal of Behavioral Development,
9, 527-544.
Carraher, T.N., Carraher, D.W. & Schliemann, A.D. (1985). Mathematics
in the streets and in schools. British Journal ofDevelopmental
Psychology, 3, 21-29.
Carraher, T.N., Carraher, D.W. & Schliemann, A.D. (1988). Na
vida, dez; na escola zero - os contextos culturais da aprendizagem
da matemática. São Paulo: Cortez.
Cook-Gumperz, J. (1993). Dilemmas of identity: Oral and written
literacies in the making of a basic writing student. Anthropology
and Education Quarterly, 24, 336-356.
De Ia Rocha, O. (1986). Problems ofsense and problems ofscale:
An ethnographic study of arithmetic in everyday life. Tese de
Doutorado, Universidade da Califórnia, Irvine.
Duveen, G. (1994). Crianças enquanto atores sociais: as representações
sociais em desenvolvimento. Em P. Guarreshi & S.
Jovchelovitch (Orgs.), Textos sobre representações sociais (pp.
261-293). Brasil: Vozes
Eisenhart, M. A. (1988). The ethnographic research tradition and
mathematics education research. Journal for Research in
Mathematics Education, 19 (2), 99-114.
Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth:
Penguin Books.
Gatti, B. A. (1989). Democratização do ensino: uma reflexão sobre
a realidade atual. Em Aberto, (Ano 8, n. 44), 3-8.
Gay, J. & Cole, M. (1967). The newmathematics andan oldculture.
New York: Holt, Rinehart and Winston.
Geertz, C. (1983). Local knowledge. New York: Basic Books.
Greeno, J. G. (1991). Number sense as situated knowing in a
conceptual domain. Journal for Research in Mathematics Education,
22 (3), 170-218.
Lave, J. (1988). Cognition in practice: Mind, mathematics and
culture in everyday life. Cambridge: Cambridge University
Press.
Lave, J. (1990). The culture of acquisition and the practice of
understanding. Em J.W. Stigler, R.A. Shweder & G. Herdt
(Orgs.), Cultural psychology: Essays on comparative human
development (pp. 309-327). Cambridge: Cambridge University
Press.
Lloyd, B. & Duveen, G. (1990). A semiotic analysis of the development
of social representations of gender. Em G. Duveen &
B. Lloyd (Orgs.), Social representations and the development
of knowledge (pp. 27-46). Cambridge: Cambridge University
Press.
Lloyd, B. & Duveen, G. (1992). Gender identities and education:
The impact of starting school. London: Harvester Wheatsheaf.
Moscovici, S. (1981). On social representations. Em J.F. Forgas
(Org.), Social cognition (pp. 181-209). London: Academic
Press.
Murtaugh, M. (1985). The practice of arithmetic by American
grocery shoppers. Anthropology and Education Quarterly, 16,
186-192.
Nunes, T. (1992). Cognitive invariants and cultural variation in
mathematical concepts. International Journal of Behavioral
Development, 75,433-453.
Nunes, T. (no prelo). The socio-cultural context of mathematical
thinking: Research findings and educational implications. Em
A.J. Bishop, K. Hart, S. Lerman & T. Nunes (Orgs.), Significam
influences on children's learning of mathematics. Paris:
UNESCO.
Nunes, T., Schliemann, A. & Carraher, D. (1993). Street mathematics
and school mathematics. Cambridge: Cambridge University
Press.
Piaget, J. (1929). The child's conception of the world. London:
Routledge.
Sáljõ, R. & Wyndhamn, J. (1990). Problem-solving, academic
performance and situated reasoning. A study of joint cognitive
activity in the formal setting. British Journal of Educational
Psychology, 60, 245-254.
Saxe, G.B. (1982). Culture and the development of numerical
cognition: Studies among the Oksapmin of Papua New Guinea.
Em C.G. Brainerd (Org.), Children's logicalandmathematical
cognition (pp. 157-176). New York: Springer-Verlag.
Saxe, G.B. (1990). Culture and cognitive development: Studies in
mathematics understanding. Hillsdale, N.J.: Lawrence
Erlbaum Associates.
Schliemann, A.D. (1984). Schooling versus practice in problem
solving: A study on mathematics among carpenters and carpenters
apprentices. Proceedings of International Congress on
Mathematical Education, 5, 92-95.
Schliemann, A.D. & Nunes, T. (1990). A situated schema of
proportionality. British Journal of Developmental Psychology,
8, 259-269.
Scribner, S. (1984). Studying working intelligence. Em B. Rogoff
& J. Lave (Orgs.), Everyday cognition: Its development in
social context (pp. 9-40). Cambridge, Mass.: Harvard University
Press.
Scribner, S. (1985). Vygotsky's uses of history. Em J.V. Wertsch
(Org.), Culture, communication and cognition: Vygotskian
perspectives (pp. 119-145). Cambridge: Cambridge University
Press.
Scribner, S. & Cole, M. (1981) The psychology ofliteracy. Cambridge,
Mass.: Harvard University Press.
Tajfel, H. (Org.). (1978). Differentiation between social groups:
Studies in social psychology ofintergroup relations (European
Monographs in Social Psychology, 14). London: Academic
Press.
Tajfel, H. (1981). Human groups and social categories. Cambridge:
Cambridge University Press.
Tajfel, H. (1982). Social identity and intergroup relations. Cambridge:
Cambridge University Press.
Wertsch, J. (1991). Voices ofthe mind. London: Harvester Wheatsheaf.
dos produtores de cana-de-açúcar. Dissertação de Mestrado,
Universidade Federal de Pernambuco, Recife.
Abreu, G. de. (1991). Psicologia no trabalho, um enfoque cognitivo:
o uso da matemática por agricultores de cana-de-açúcar. Psicologia,
Teoria e Pesquisa, 7, 163-177.
Abreu, G. de. (1993). The relationship between home and school
mathematics in a farming community in rural Brazil. Tese de
Doutorado, Universidade de Cambridge, Cambridge,
Inglaterra.
Abreu, G. de. (1995). Understanding how children experience the
relationship between home and school mathematics. Mind,
Culture and Activity: An International Journal, 2, 119-142.
Abreu, G. de, Bishop, A.J. & Pompeu, G. (no prelo). What children
and teachers count as mathematics. Em P. Bryant & T. Nunes
(Orgs.), How do children learn mathematics, Brighton:
Lawrence Erlbaum.
Abreu, G. de & Carraher, D.W. (1989). The mathematics of Brazilian
sugar-cane farmers. Em C. Keitel, P. Damerow, A.
Bishop & P. Gerdes (Orgs.), Mathematics, education, and
society (pp. 68-70). Paris: UNESCO.
Bishop, A.J. (1988). Mathematical enculturation: A cultural perspective
on mathematics education. Dordrecht: Kluwer.
Brenner, M.E. (1985). The practice of arithmetic in Liberian
schools. Anthropology and Education Quarterly, 16, 177-186.
Brenner, M.E. (1991). Knowledge and situated cognition: Children^
knowledge ofmoney in stores and in school. Trabalho
apresentado na XV International Conference for the Psychology
of Mathematics Education, Assisi, Itália.
Carraher, D.W. (1991). Mathematics learned in and out of school:
A selective review of studies from Brazil. Em M. Harris (Org.),
School mathematics and work (pp. 169-201). London: The
Falmer Press.
Carraher, T.N. (1986). From drawings to buildings: Working with
mathematical scales. International Journal of Behavioral Development,
9, 527-544.
Carraher, T.N., Carraher, D.W. & Schliemann, A.D. (1985). Mathematics
in the streets and in schools. British Journal ofDevelopmental
Psychology, 3, 21-29.
Carraher, T.N., Carraher, D.W. & Schliemann, A.D. (1988). Na
vida, dez; na escola zero - os contextos culturais da aprendizagem
da matemática. São Paulo: Cortez.
Cook-Gumperz, J. (1993). Dilemmas of identity: Oral and written
literacies in the making of a basic writing student. Anthropology
and Education Quarterly, 24, 336-356.
De Ia Rocha, O. (1986). Problems ofsense and problems ofscale:
An ethnographic study of arithmetic in everyday life. Tese de
Doutorado, Universidade da Califórnia, Irvine.
Duveen, G. (1994). Crianças enquanto atores sociais: as representações
sociais em desenvolvimento. Em P. Guarreshi & S.
Jovchelovitch (Orgs.), Textos sobre representações sociais (pp.
261-293). Brasil: Vozes
Eisenhart, M. A. (1988). The ethnographic research tradition and
mathematics education research. Journal for Research in
Mathematics Education, 19 (2), 99-114.
Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth:
Penguin Books.
Gatti, B. A. (1989). Democratização do ensino: uma reflexão sobre
a realidade atual. Em Aberto, (Ano 8, n. 44), 3-8.
Gay, J. & Cole, M. (1967). The newmathematics andan oldculture.
New York: Holt, Rinehart and Winston.
Geertz, C. (1983). Local knowledge. New York: Basic Books.
Greeno, J. G. (1991). Number sense as situated knowing in a
conceptual domain. Journal for Research in Mathematics Education,
22 (3), 170-218.
Lave, J. (1988). Cognition in practice: Mind, mathematics and
culture in everyday life. Cambridge: Cambridge University
Press.
Lave, J. (1990). The culture of acquisition and the practice of
understanding. Em J.W. Stigler, R.A. Shweder & G. Herdt
(Orgs.), Cultural psychology: Essays on comparative human
development (pp. 309-327). Cambridge: Cambridge University
Press.
Lloyd, B. & Duveen, G. (1990). A semiotic analysis of the development
of social representations of gender. Em G. Duveen &
B. Lloyd (Orgs.), Social representations and the development
of knowledge (pp. 27-46). Cambridge: Cambridge University
Press.
Lloyd, B. & Duveen, G. (1992). Gender identities and education:
The impact of starting school. London: Harvester Wheatsheaf.
Moscovici, S. (1981). On social representations. Em J.F. Forgas
(Org.), Social cognition (pp. 181-209). London: Academic
Press.
Murtaugh, M. (1985). The practice of arithmetic by American
grocery shoppers. Anthropology and Education Quarterly, 16,
186-192.
Nunes, T. (1992). Cognitive invariants and cultural variation in
mathematical concepts. International Journal of Behavioral
Development, 75,433-453.
Nunes, T. (no prelo). The socio-cultural context of mathematical
thinking: Research findings and educational implications. Em
A.J. Bishop, K. Hart, S. Lerman & T. Nunes (Orgs.), Significam
influences on children's learning of mathematics. Paris:
UNESCO.
Nunes, T., Schliemann, A. & Carraher, D. (1993). Street mathematics
and school mathematics. Cambridge: Cambridge University
Press.
Piaget, J. (1929). The child's conception of the world. London:
Routledge.
Sáljõ, R. & Wyndhamn, J. (1990). Problem-solving, academic
performance and situated reasoning. A study of joint cognitive
activity in the formal setting. British Journal of Educational
Psychology, 60, 245-254.
Saxe, G.B. (1982). Culture and the development of numerical
cognition: Studies among the Oksapmin of Papua New Guinea.
Em C.G. Brainerd (Org.), Children's logicalandmathematical
cognition (pp. 157-176). New York: Springer-Verlag.
Saxe, G.B. (1990). Culture and cognitive development: Studies in
mathematics understanding. Hillsdale, N.J.: Lawrence
Erlbaum Associates.
Schliemann, A.D. (1984). Schooling versus practice in problem
solving: A study on mathematics among carpenters and carpenters
apprentices. Proceedings of International Congress on
Mathematical Education, 5, 92-95.
Schliemann, A.D. & Nunes, T. (1990). A situated schema of
proportionality. British Journal of Developmental Psychology,
8, 259-269.
Scribner, S. (1984). Studying working intelligence. Em B. Rogoff
& J. Lave (Orgs.), Everyday cognition: Its development in
social context (pp. 9-40). Cambridge, Mass.: Harvard University
Press.
Scribner, S. (1985). Vygotsky's uses of history. Em J.V. Wertsch
(Org.), Culture, communication and cognition: Vygotskian
perspectives (pp. 119-145). Cambridge: Cambridge University
Press.
Scribner, S. & Cole, M. (1981) The psychology ofliteracy. Cambridge,
Mass.: Harvard University Press.
Tajfel, H. (Org.). (1978). Differentiation between social groups:
Studies in social psychology ofintergroup relations (European
Monographs in Social Psychology, 14). London: Academic
Press.
Tajfel, H. (1981). Human groups and social categories. Cambridge:
Cambridge University Press.
Tajfel, H. (1982). Social identity and intergroup relations. Cambridge:
Cambridge University Press.
Wertsch, J. (1991). Voices ofthe mind. London: Harvester Wheatsheaf.
Downloads
Publicado
2012-09-24
Como Citar
de Abreu, G. (2012). A Matemática na Vida Versus na Escola:: Uma Questão de Cognição Situada ou de Identidades Sociais?. Psicologia: Teoria E Pesquisa, 11(2), 85–93. Recuperado de https://periodicos.unb.br/index.php/revistaptp/article/view/17236
Edição
Seção
Artigos
