Reconhecimento e redistribuição: um estudo (comparativo) das injustiças curriculares relacionadas ao provimento de questões de gênero e sexualidade na formação inicial de professoras/es de Matemática
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Data
2023-02-24
Autores
Taveira, Flavio Augusto Leite
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este texto se refere ao relatório de uma dissertação junto ao Programa de Pós-Graduação em Educação para a Ciência, como requisito parcial do curso de Mestrado. O objetivo geral do estudo é levantar documentos curriculares, nomeadamente, Projetos Político Pedagógicos (PPP)/Projeto Pedagógico de Curso (PPC) de cursos de formação de professoras/es de Matemática do Brasil e do Chile, procurando demonstrar como ausências e presenças do provimento de questões de gênero e sexualidade podem ser analisadas pela persectiva bidimensional (Reconhecimento e Redistribuição) de Nancy Fraser. Além disso, admite como objetivos específicos ilustrar injustiças curriculares presentes nos projetos formativos expressos por esses documentos curriculares com base na perspectiva bidimensional de Justiça Social de Nancy Fraser; apontar a potencialidade da autora para sustentar, teoricamente, ações curriculares comprometidas com Justiça para grupos sociais historicamente marginalizados na sociedade brasileira em virtude de gênero e sexualidade; discutir a ocorrência do não Reconhecimento ou a ocorrência do Reconhecimento incorreto em currículos de licenciaturas em Matemática como implicação de políticas centralizadoras alinhadas ao ideário neoliberal característicos das reformas curriculares que atingem à América Latina desde a década de 1990. A proposta metodológica consiste numa metodologia comparativa organizadas em três etapas que se valem de levantamento e análise documental. Em termos de resultados, nos valendo dos conceitos de Redistribuição, e sua principal injustiça – a má distribuição – e de Reconhecimento, e sua principal injustiça – o falso reconhecimento – discorremos sobre como os currículos de formação inicial de professoras/es de Matemática na América Latina (em especial, no Brasil e no Chile) são arenas de disputas em que as investidas dos interesses neoliberais via organismos econômicos internacionais têm minado e tomado espaço de possibilidades de experiências formativas que perpassam as questões de Gênero e Sexualidade.
This text refers to the report of a dissertation at the Graduate Program in Education for Science, as a partial requirement of the Master's degree. The general objective of the study is to survey curricular documents, namely, Political Pedagogical Projects (PPP)/Pedagogical Course Project (PCP) of Mathematics teacher-training courses in Brazil and Chile, seeking to demonstrate how absences and presences of the provision of gender and sexuality issues can be analyzed by the two-dimensional perspective (Recognition and Redistribution) of Nancy Fraser. Moreover, it admits as specific objectives to illustrate curricular injustices present in the formative projects expressed by these curricular documents based on the two-dimensional perspective of Social Justice by Nancy Fraser; to point out the author's potentiality to sustain, theoretically, curricular actions committed with Justice for social groups historically marginalized in the Brazilian society because of gender and sexuality discuss the occurrence of non-recognition or the occurrence of incorrect recognition in Mathematics undergraduate curricula as an implication of centralizing policies aligned to the neoliberal ideology characteristic of curriculum reforms that have affected Latin America since the 1990s. The methodological proposal consists of a comparative methodology organized in three stages that make use of a survey and document analysis. In terms of results, making use of the concepts of Redistribution, and its main injustice - maldistribution - and of Recognition, and its main injustice - false recognition - we discuss how the initial training curricula for mathematics teachers in Latin America (especially in Brazil and Chile) are arenas of dispute in which the onslaught of neoliberal interests via international economic organizations have undermined and taken space from the possibilities of formative experiences that permeate issues of Gender and Sexuality
This text refers to the report of a dissertation at the Graduate Program in Education for Science, as a partial requirement of the Master's degree. The general objective of the study is to survey curricular documents, namely, Political Pedagogical Projects (PPP)/Pedagogical Course Project (PCP) of Mathematics teacher-training courses in Brazil and Chile, seeking to demonstrate how absences and presences of the provision of gender and sexuality issues can be analyzed by the two-dimensional perspective (Recognition and Redistribution) of Nancy Fraser. Moreover, it admits as specific objectives to illustrate curricular injustices present in the formative projects expressed by these curricular documents based on the two-dimensional perspective of Social Justice by Nancy Fraser; to point out the author's potentiality to sustain, theoretically, curricular actions committed with Justice for social groups historically marginalized in the Brazilian society because of gender and sexuality discuss the occurrence of non-recognition or the occurrence of incorrect recognition in Mathematics undergraduate curricula as an implication of centralizing policies aligned to the neoliberal ideology characteristic of curriculum reforms that have affected Latin America since the 1990s. The methodological proposal consists of a comparative methodology organized in three stages that make use of a survey and document analysis. In terms of results, making use of the concepts of Redistribution, and its main injustice - maldistribution - and of Recognition, and its main injustice - false recognition - we discuss how the initial training curricula for mathematics teachers in Latin America (especially in Brazil and Chile) are arenas of dispute in which the onslaught of neoliberal interests via international economic organizations have undermined and taken space from the possibilities of formative experiences that permeate issues of Gender and Sexuality
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Palavras-chave
Justiça social, Injustiças curriculares, Reconhecimento e redistribuição, Nancy Fraser, Currículos em Educação Matemática, Social justice, Curricular injustices, Recognition and redistribution, Curricula in Mathematics Education