Ethnomathematics in non-formal educational settings: the Urban Boundaries project
Palavras-chave:
Ethnomathematics, Non-formal Education, Criticism, Etnomatemáticas, Educación no formal, CríticasResumo
Abstract
The push to marry off local and school knowledge has been a growing concern within educational sciences, particularly in mathematics education where a field of studies by the name of ethnomathematics has been producing research around the uses people do of mathematics outside school’s walls. Notwithstanding the good will of educational agents in bringing to schools local knowledges, criticisms have been made on the sometimes naive way in which such a bridge is theorized and implemented. After a brief description of these criticisms, we present the Urban Boundaries Project as an attempt to avoid the inconsistencies of schooling, and the promotion of a non-scholarized ethnomathematics.
Resumen
Las presiones para comprometerse con los conocimientos locales y la escuela ha sido una preocupación creciente dentro de las ciencias de la educación, particularmente en la educación matemática, donde el campo de estudios llamado Etnomatemáticas ha producido investigaciones en torno a los usos que hacen las personas de las matemáticas fuera de la escuela. A pesar de la buena voluntad de los agentes educativos en llevar a las escuelas los saberes locales, se han hecho críticas de la forma ingenua en el que se ha teorizado e implementado. Después de una breve descripción de esta crítica, nosotros presentamos el Proyecto de Limites Urbanos como un intento de evitar las inconsistencias de escolarizar y la promoción de una etnomatemática no escolarizada.
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