Sociedade, cultura, matemática e seu ensino

One of the effects of the globalized world is a strong tendency to eliminate differences, promoting a planetary culture. Education systems are particularly affected, undergoing strong pressure from international studies and evaluations, inevitably comparative, and sadly competitive. As a result, one observes the gradual elimination of cultural components in the definition of education systems. The constitution of new social imaginaries becomes clear; imaginaries empty of historical, geographical and temporal referents, characterized by a strong presence of the culture of the image. The criteria of classification establish an inappropriate reference that has as its consequence the definition of practices and even of education systems. On the other hand, resistance mechanisms, often unconscious, are activated seeking to safeguard and recover the identifying features of a culture, such as its traditions, cuisine, languages, artistic manifestations in general, and, in doing so, to contribute to cultural diversity, an essential factor to encourage creativity. In this article, the sociocultural basis of mathematics and of its teaching are examined, and also the consequences of globalization and its effects on multicultural education. The concept of culture is discussed, as well as issues related to culture dynamics, resulting in the proposition of a theory of transdisciplinar and transcultural knowledge. Upon such basis the Ethnomathematics Program is presented. A critique is also made of the curriculum presently used, which is in its conception and detailing, obsolete, uninteresting and of little use. A different concept of curriculum is proposed, based on the communicative (literacy), analytical (matheracy), and material (technoracy) instruments.

COMPARAÇÃO DAS PROPRIEDADES REOLÓGICAS DA MASSA DE CACAU TORRADA CONVENCIONALMENTE E POR MICROONDAS

Two kinds of roasting cocoa system: conventional batch method in electrical oven, and by microwaves, in a continuous microwave rotary applicator (2450MHz), were compared with respect to viscosity. Cocoa was roasted in whole beans and in nibs. The variable used in the microwave treatment was the power density applied to the whole beans (254,45 to 290,80 Wh/kg) and to the nibs (227,27 to 262,23 Wh/kg), with a constant holding time of 10 minutes. The variable used in the conventional roasting process was the roasting time of the beans (40 to 44 min) and the nibs (34 to 38 min), with constant temperature in the jacket of electric oven (150°C). Viscosity was measured in a Brookfield rheometer (mod RV-DVIII) at 40°C. In general, the plastic viscosity of the microwaved samples was lower than that of the conventional roasted samples. Also the nibs showed lower viscosities than the whole beans when roasted in the electric oven. The viscosity of the samples roasted in the microwave oven was lower in the whole beans than in the nibs. The product was sensorially evaluated by three experts in cocoa flavour, and it was shown that the flavour of the microwave roasted products was similar to that of the conventionally roasted products, with the advantage of a reduction in process time.

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