The creative insubordination in mathematics education to promote ethics and solidarity
The purpose of this article is to show how the opposition regarding the curriculum, manifested in the narrativeof a mathematics teacher in the early years of primary school, can promote the learning of ethics and solidarityvalues. We will discuss class narratives in which acts of insubordination of...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Zetetiké (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8648093 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8648093 |
| Access Level: | acceso abierto |
| Palabra clave: | Teaching practice Creative insubordination Narrative Mathematics education Insubordinação criativa Prática docente Educação matemática Formação de professores |
| Sumario: | The purpose of this article is to show how the opposition regarding the curriculum, manifested in the narrativeof a mathematics teacher in the early years of primary school, can promote the learning of ethics and solidarityvalues. We will discuss class narratives in which acts of insubordination of the teacher were identified aspromoting the ethical education of 7-year old children. Through pedagogical action guided by questions andproblems, the teacher contemplated social equity issues and the understanding of children's rights and thestruggles of society to ensure the welfare of all. The students proposed and implemented activities within their context and at their cognitive level, showing solidarity towards the underprivileged and evidence of ethical andmoral development. |
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