Pedagogia etnomatemática : ações e reflexões em matemática do Ensino Fundamental com um grupo sócio cultural específico

mongst the trends in Mathematics Education, which have as their object a more significant and criticallearning, is the Ethnomathematics. This field of knowledge, still very recent amongst us, besides analyzing an externalist history of the sciences in a search for a relationship between the development of the scientific disciplines and the socio-cultural context, goes beyond this externalism, for it also approaches the intimate relationships betwe_n cognition and culture. In fact, the Ethnomathematics proposes an alternative epistemological approach associated with a wider historiography. It struggles to understand the reality and come to the pedagogical action by means of a cognitive approach with strong cultural basis. But the difficulty of inserting the Ethnomathematics into the educational context is met by resistance from some mathematics educators who seem indifferent to the influence of the culture on the understanding of the mathematics ideas. It was with such concerns in mind that I started this paper that had as object to develop a curricular reorientation pedagogical proposal in mathematics education, at the levei of the 5th grade of the Ensino Fundamental (Elementary School), built from the mathematical knowledge of a vegetable farmers community, 30 km away from the center of Natal/RN, but in accordance with the teaching dimensions of mathematics of the 1 st and 2nd cycles proposed by the Parâmetros Curriculares Nacionais - PCN: Numbers and Operations, Space and Form, Units and Measures, and Information Treatment. To achieve that, I developed pedagogical activities from the mathematical concepts of the vegetable farmers of that community, explained in my dissertation research in the period 2000 through 2002. The pedagogical process was developed from August through Oecember 2007 with 24 students of the 5th Grade of the Ensino Fundamental (Elementary School) of the school of that community. The qualitative analysis of the data was conducted taking into account three categories of students: one made up of students that helped their parents in the work with vegetables. Another one by students whose parents and relatives worked with vegetables, though they did not participate directly of this working process and one third category of students that never worked with vegetables, not to mention their parents, but lived adjacent to that community. From the analyses and results of the data gathered by these three distinct categories of students, I concluded that those students that assisted their parents with the daily work with vegetables solved the problem-situations with understanding, and, sometimes, with enriching contributions to the proposed problems. The other categories of students, in spite of the various field researches to the gardens of that community, before and during the pedagogical activities, did not show the same results as those students/vegetable farmers, but showed interest and motivation in ali activities of the pedagogical process in that period

Linguagem, cognição e mundo: o livro do desassossego e a construção discursiva da realidade

This study analyzes the processes of meaning construction in the Livro do Desassossego, by semi-heteronym Bernardo Soares - Fernando Pessoa. We use theoretical grounds from an interface between Cognitive Linguistics and Textual Linguistics to observe how certain linguistic mechanisms build a reality that tells us of a time, a being and his conceptions of language and writing. We focus on description and explanation of procedures of categorization and referentiation accomplished, for example, through metaphor and metonymy. For the construction of the intended theoretical interface, we use analytical categories proposed and developed by the Socio-cognitive Approach of Language, Conceptual Metaphor Theory and Mental Space Theory. Armed with this theoretical background, we observed the dynamics of language in relation to its social, cultural and historical features, as well as the cognitive aspects that underlie it. We seek, therefore, encourage discussions about the functioning of language considering primarily the creative processes that allow us to organize and shape our experiences. We also try to provide an approximation of Linguistics, Literature and Philosophy, with a view to relations between language structure, cognitive activity and socio-cultural organization. From the results obtained, we found that a literary text attests, with a particular property, the mutual relations between language, cognition and culture, as indicates cognitive approach to language studies

A perspectiva sóciocognitiva no tratamento temático da informação em bibliotecas universitárias: aspectos inerentes a percepção profissional

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Representação das necessidades de informação na organização da informação: uma análise de modelos teóricos de busca

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A indexação em catálogo on-line em bibliotecas universitárias na percepção de usuários integrantes de grupos de pesquisa: uma contribuição ao desenvolvimento de política de indexação na rede de biblioteca da UNESP

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Avaliação do uso de linguagem documentária em catálogos coletivos de bibliotecas universitárias: um estudo sociocognitivo com protocolo verbal

Pós-graduação em Ciência da Informação - FFC

Política de indexação para construção de catálogos coletivos em bibliotecas universitárias

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Orações subordinadas substantivas sob uma perspectiva funcionalista-cognitivista: uma proposta de descrição e ensino

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Representação gráfica e linguagem cartográfica tátil: estudo de casos

Pós-graduação em Geografia - IGCE

O processo de análise de assunto na catalogação de livros em bibliotecas universitárias: aplicação do protocolo verbal

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Estudio observacional del contexto sociocognitivo de la catalogación de matérias em bibliotecas universitárias

A study of the subject indexing process in university libraries is presented, using a socio-cognitive approach to analyze the procedures, difficulties and perceptions of the librarians, users, and managers that take part in the process. Individual and group verbal protocols were applied in the real environment of the cataloguers, the university libraries. The results were the absence of systematic procedures for book subject analysis and representation, the incompatibility of the indexing language, and problems in subject retrieval from the catalog. It is concluded that there is a tendency in catalogs to act as databases. Therefore, the cataloguer should present a level of commitment in his task similar to that of an indexer who works in the production of bibliographic databases.

O contexto de indexação para catalogação de livros usando uma abordagem sociognitiva

We evaluated study of the indexing process in the cataloging at university libraries, using a socio-cognitive approach to analyze procedures, difficulties and perceptions of librarians, users, and managers. The methodology consisted of the Individual and Group Verbal Protocols applied in university libraries. The results were the absence of procedures for book subject analysis and representation, incompatibility of indexing language, and problems of subject retrieval from the catalog. We have concluded that is tendency of catalogs to act as databases. Therefore, the cataloguer should present a posture of commitment similar to that of an indexer who works in the production of these bases.

A prática da catalogação de assunto em perspectiva sociocognitiva

Subject cataloguing consists of a mental operation directly associated with the professional performance. Thus, the subject cataloguer’s daily actions must be observed in order to understand the real context of the informational products that result of the process of subject cataloguing, taking into account that the professional performance and the work context are inseparable. In this perspective, it is necessary that research on subject cataloguing includes questions concerning the nature of the cataloguers’ shared knowledge structure. In this context, this study presents a reflection from the socio-cognitive approach on the activities developed by subject cataloguing professionals.

A nova configuração do paradigma cognitivo na Ciência da Informação: contribuições ao processo de conhecer do profissional da informação

Introduction: Studies about human cognition represent a relevant perspective in information science, considering the subjective actions of information professionals and dialogic process that should permeate the activity of subjects dealing with the organization and representation of information. Objective: Explore the approach of the cognitive perspective in information science and their new settings by contemporary needs of information to reflect on the process of meeting the professional information through the social reality that permeates the contexts of information. Methodology: Reflection on theoretical aspects that deal with the cognitive development to discuss the implications of the cognitive approach in information science and its evolution in the scope of the representation and processing of information. Results: Research in Information Science must consider issues of cognitive and social order that underlie information processing and the process of knowing the information professional as knowledge structures must be explained from the social context of knowing subjects. Conclusions: There is a need to investigate the process of knowing the information professional in the bias of socio-cognitive approach, targeting new elements for the understanding of the relationship information (cognitive manifestations) and its implications on the social dimension.

O contexto profissional do indexador no ensino de indexação

It is proposed the search of teaching methodology with socio-cognitive approach to present teaching strategies that simulate the experience of professional context that is propitious to work out the tasks of subject analysis for the indexing of documents. Taking into account the contact of the learner indexers with the actual professional context, the proposals of Fourie Portfolio (2002) and Hjørland (2002) principle of the information science social context were applied in the discipline “Indexing” at UNESP Librarianship course in Marília, SP, Brazil. The results taken from this research on teaching strategies in documentary reading show that the methodological and theoretical knowledge, in socio-cognitive perspective, provide a view of a professional context in which the learner indexer is conscious of his strategies of documentary reading and can develop his previous professional knowledge in order to accomplish the indexing tasks compatible to the user informational demand.