Uma caracterização do Centro de Educação Matemática - CEM (1984-1997) como uma Comunidade de prática de formação continuada de professores de matemática

This paper presents some results of a study on the Centre for Mathematics Education (Centro de Educação Matemática, CEM), a group of mathematics educators from the city of São Paulo-SP (Brazil), active mainly during the years 1984 to 1997. To establish a position on the process of identity constitution of CEM, we bring forth the method of Oral History and theories of identity. In this essay, an exercise in constituting the identity of CEM from the characterisation of this community's publications within its practice, we assume that the processes of identity constitution do not refer to what CEM is or was, but rather to a set of possibilities for apprehending it on the basis of strategies and initiatives set in given historical conditions and times. We make explicit three aspects that are present as their practice is converted into a source of coherence (mutual commitment, joint enterprise and shared repertoire), which allow one to reveal actions and production in the history of mathematics teacher education in the metropolitan region of São Paulo.

O conceito de saber escolar clássico em Dermeval Saviani: Implicações para a Educação Matemática

The aim of this paper is initially to consider some issues related to the relationship between humanization and alienation in the process of historical social development of human gender. These considerations are fundamental for understanding the concept of classical in Dermeval Saviani and the consequences for research about the historical development of Mathematics currently found in school curriculums. The intention is to value the appropriation of school mathematics as a humanizing element that becomes accessible through the activity of teaching.

Pesquisando Práticas e Táticas em Educação Matemática

The present article, which is one study among others, seeks to understand practices and tactics of day-to-day school, spanning and being spanned by three studies in Mathematics education. The diversity of scenes, people and strategies used by actors in everyday school, considered from the theoretical perspectives of Foucault and Deleuze, shed light on the ways Mathematic alphabetization takes place and evidence regarding what is present in the black box of school culture, in a constant problematization about what a school can do. Maps are presented that establish cartographies, revealing smooth and striated territories, on a path created by the research done in those schools, where life is always invented.

A Educação Matemática Focalizando Questões Sociais Maiores

Excessive specialization and the fascinating advances of technology and the sciences, particularly of mathematics, cause a false dichotomy between the sciences and technology and the arts and humanities. The survival of civilization is threatened. Clearly, the fragility of the current social organization allows for the exclusion of the larger part of the population from the benefits of progress. We need to revert this scenario, moving into a civilization without inequity, without uncontrolled consumerism and with respect for social and environmental conditions. In this paper, we discuss these issues and we illustrate with some examples how this can be achieved. We discuss the development of mathematics in Brazil, environmental crimes and its prevention through mathematical education, and a proposal for alternative educational models, using as an example the Waldorf Educational System.

História da Matemática em contextos da Educação Matemática: contribuições do GPHM

In this article we tried to show the paths outlined during the past years by the Research Group on History of Mathematics and/or its relations with Mathematics Education (GPHM) at UNESP in Rio Claro - Brazil, as well as the contributions we believe we have made to Mathematics Education. The group's production has focused on issues that address the history of institutions and characters, linked to the history of disciplines, concepts and learning materials. Also, in broader terms of mathematics education, this article presents results from research that supports the understanding of teachers' conceptions about the use of History of Mathematics in the classroom; material on the history of mathematics accessible to the teacher; the presence of the history of mathematics in textbooks; proposed introductions of real numbers; and the subject of Analysis in teacher education and training.

Ensaio sobre como Macunai{dotless acute}ma me ajudou a falar sobre Educação Matemática

As if aesthetics were not content. But as we are faced with some other language (frequently called incorrect), our inclination is to correct it or to want to correct it: not luv, boy! But that's what we hear, not what should be. This essay is, based on aesthetics, a testimony about not being ashamed of its contribution to the field (Mathematics Education) - as a contribution and not 'only' style. The usual parametres for research papers are kept on check.

Pesquisa em educação ambiental: a atividade de campo em teses e dissertações

Pós-graduação em Educação - IBRC

A dimensão política da educação ambiental: reflexões sobre os trabalhos dos encontros de pesquisa em Educação Ambiental (I, II, III EPEAS)

Pós-graduação em Educação - IBRC

A matemática nos cursos profissionalizantes de mecânica

Pós-graduação em Educação Matemática - IGCE

Um contexto histórico para análise matemática para uma educação matemática

Pós-graduação em Educação Matemática - IGCE

Educação matemática inclusiva no ensino superior: aprendendo a partilhar experiências

Pós-graduação em Educação Matemática - IGCE

Contribuições da informática para desenvolvimento da pesquisa em Educação: digitalização de acervos documentais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação matemática e ambientes virtuais: uma análise das interações ocorridas em um chat educacional

Pós-graduação em Educação para a Ciência - FC

Luigi Fantappiè: influência na matemática brasileira. Um estudo de história como contribuição para a educação matemática

Pós-graduação em Educação Matemática - IGCE