Ethnomathematics and the responsible subversion of its pedagogical action: an investigation based on three anthropological approaches
Abstract: This theoretical article primarily reflects upon the many points of view from an ongoing research in ethnomathematics and its connections to the responsible subversion of its pedagogical action. Furthermore, there is a discussion on mathematical ideas, procedures, and practices related to...
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Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira
2019-05-01
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Series: | Revista Brasileira de Estudos Pedagógicos |
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doaj-b300049050c542b289ade9bb0625029a2020-11-25T02:11:44ZengInstituto Nacional de Estudos e Pesquisas Educacionais Anísio TeixeiraRevista Brasileira de Estudos Pedagógicos2176-66812019-05-0110025419121010.24109/2176-6681.rbep.100i254.3939S2176-66812019000100191Ethnomathematics and the responsible subversion of its pedagogical action: an investigation based on three anthropological approachesMilton RosaDaniel Clark OreyAbstract: This theoretical article primarily reflects upon the many points of view from an ongoing research in ethnomathematics and its connections to the responsible subversion of its pedagogical action. Furthermore, there is a discussion on mathematical ideas, procedures, and practices related to the anthropological approaches - emics (local/insiders) and etics (global/outsiders) - in order to understand the dialogic approach (emic-etic/glocal) needed for the development of an ethnomathematics research. The researchers have observed that this aspect has been theorized in anthropological research for decades, having the emic, etic, and dialogic approaches as the means to provide a deeper understanding of the mathematical ideas, procedures, and practices developed in diverse contexts. Our analysis reveals that innovative pedagogical actions need to cope with existing mathematics curricula, in order that mathematical ideas, procedures, and practices can be understood. This article aims at contributing to a holistic understanding of the mathematical ideas, procedures, and practices developed by members of distinct cultural groups.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S2176-66812019000100191&lng=en&tlng=enethnomathematicspedagogical actionresponsible subversion |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Milton Rosa Daniel Clark Orey |
spellingShingle |
Milton Rosa Daniel Clark Orey Ethnomathematics and the responsible subversion of its pedagogical action: an investigation based on three anthropological approaches Revista Brasileira de Estudos Pedagógicos ethnomathematics pedagogical action responsible subversion |
author_facet |
Milton Rosa Daniel Clark Orey |
author_sort |
Milton Rosa |
title |
Ethnomathematics and the responsible subversion of its pedagogical action: an investigation based on three anthropological approaches |
title_short |
Ethnomathematics and the responsible subversion of its pedagogical action: an investigation based on three anthropological approaches |
title_full |
Ethnomathematics and the responsible subversion of its pedagogical action: an investigation based on three anthropological approaches |
title_fullStr |
Ethnomathematics and the responsible subversion of its pedagogical action: an investigation based on three anthropological approaches |
title_full_unstemmed |
Ethnomathematics and the responsible subversion of its pedagogical action: an investigation based on three anthropological approaches |
title_sort |
ethnomathematics and the responsible subversion of its pedagogical action: an investigation based on three anthropological approaches |
publisher |
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira |
series |
Revista Brasileira de Estudos Pedagógicos |
issn |
2176-6681 |
publishDate |
2019-05-01 |
description |
Abstract: This theoretical article primarily reflects upon the many points of view from an ongoing research in ethnomathematics and its connections to the responsible subversion of its pedagogical action. Furthermore, there is a discussion on mathematical ideas, procedures, and practices related to the anthropological approaches - emics (local/insiders) and etics (global/outsiders) - in order to understand the dialogic approach (emic-etic/glocal) needed for the development of an ethnomathematics research. The researchers have observed that this aspect has been theorized in anthropological research for decades, having the emic, etic, and dialogic approaches as the means to provide a deeper understanding of the mathematical ideas, procedures, and practices developed in diverse contexts. Our analysis reveals that innovative pedagogical actions need to cope with existing mathematics curricula, in order that mathematical ideas, procedures, and practices can be understood. This article aims at contributing to a holistic understanding of the mathematical ideas, procedures, and practices developed by members of distinct cultural groups. |
topic |
ethnomathematics pedagogical action responsible subversion |
url |
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S2176-66812019000100191&lng=en&tlng=en |
work_keys_str_mv |
AT miltonrosa ethnomathematicsandtheresponsiblesubversionofitspedagogicalactionaninvestigationbasedonthreeanthropologicalapproaches AT danielclarkorey ethnomathematicsandtheresponsiblesubversionofitspedagogicalactionaninvestigationbasedonthreeanthropologicalapproaches |
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