Mathematical experiences of pedagogy licentiate students in light of decolonial pedagogy
In this article, we aim to analyze, in the light of Decolonial Pedagogy, the experiences with Mathematics since the basic education of students on a Distance Education Degree course at a federal public university located in Rio de Janeiro. The term decolonial refers to the possibilities of critical...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Ouro Preto (UFOP) |
| Repositorio: | Revemop |
| Idioma: | portugués |
| OAI Identifier: | oai:pp.www.periodicos.ufop.br:article/7248 |
| Acceso en línea: | https://periodicos.ufop.br/revemop/article/view/7248 |
| Access Level: | acceso abierto |
| Palabra clave: | Decolonial Pedagogy Pedagogy Licentiate Mathematics Pedagogía Decolonial Licenciatura en Pedagogía Matemática Pedagogia Decolonial Licenciatura em Pedagogia |
| Sumario: | In this article, we aim to analyze, in the light of Decolonial Pedagogy, the experiences with Mathematics since the basic education of students on a Distance Education Degree course at a federal public university located in Rio de Janeiro. The term decolonial refers to the possibilities of critical thinking from those subordinated by capitalist modernity and opposes the dominant academic trends of a Eurocentric perspective on the construction of historical and social knowledge. We carried out a case study in which, through a forum in a Virtual Learning Environment, students were able to report their experiences. The results suggest that many participants fear or dislike Mathematics. This is due to unsuccessful experiments in which mathematical knowledge was conceived as something neutral and universal. |
|---|