Desterritorializing the school as we knew it: sociocultural perspectives of Mathematics Education in the context of Pandemic

Authors

  • Carolina Tamayo Osorio Universidade Estadual de Campinas
  • Julio do Valle Instituto de Matemática e Estatística da USP (Brasil)

DOI:

https://doi.org/10.22267/relatem.20131.57

Abstract

Este volume especial é um espaço que reúne reflexões de pesquisadores convidados para problematizar e desestabilizar esse território chamado ‘escola’ ou ‘classe de Matemática’ que, pautado pelo desejo de manter em funcionamento os dispositivos disciplinares que organizam a aprendizagem e ensino, tem gerado novas demandas para todos os sujeitos vinculados de uma outra forma à educação.

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Author Biography

Carolina Tamayo Osorio, Universidade Estadual de Campinas

Lic. en educación Básica con Enfásis en Metemáticas (2010, Universidad de Antioquia). Magister en Educación (2012, Universidad de Antioquia). Doctoranda en Educación (Actual, Universidade Estadual de Campinas)

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Published

2020-10-27 — Updated on 2020-10-27

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How to Cite

Tamayo Osorio, C., & do Valle, J. (2020). Desterritorializing the school as we knew it: sociocultural perspectives of Mathematics Education in the context of Pandemic. Latin American Journal of Ethnomathematics: Sociocultural Perspective of Mathematics Education, 13(1), 1-5. https://doi.org/10.22267/relatem.20131.57

Issue

Vol. 13 No. 1 (2020): Desterritorializando la escuela como la conociamos: perspectivas socioculturales de la Educación Matemática en el contexto de la Pandemia

Section

Editorial

License

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