Classrooms as a difference position places in teachers formative processes

Authors

  • Alexandirna Monteiro unicamp
  • Jackeline Rodrigues Mendes

DOI:

https://doi.org/10.18316/recc.v23i1.4231

Keywords:

Philosophy of Difference, Calculus Education, Curriculum, Minor Education.

Abstract

This article intends to discuss curricular issues, from a philosophy of difference perspective, especially those related to Mathematics teaching. We intend to focus on the studies that problematize the disciplinary curricular model guided by the questions "what non-disciplinary curricular proposals could emerge in the context of teacher training courses?" and "which theoretical bases would support these proposals?". From these questions, we intend to discuss curricular ties that support teachers formative processes. 

Author Biography

Alexandirna Monteiro, unicamp

Departamento de praticas culturais \Educação matmeática

Downloads

Published

2018-05-03

Issue

Vol. 23 No. 1 (2018)

Section

Dossiê

License

Authors must submit their manuscripts to be published in this journal agree with the following terms:

  1. Authors maintain the copy rights and concede to the journal the right of first publication, with the paper simultaneously licensed under the License Creative Commons attribution that permits the sharing of the paper with recognition of authorship and initial publication in this journal.

  2. Since the articles are presented in this journal of public access, they are of free use, with their own attributions for educational and non-commercial purposes.

 

Licença Creative Commons

The Periodic Journal of Education, Science and Culture in http://www.revistas.unilasalle.edu.br/index.php/Educacao was licensed with a Creative Commons - Attribution - Noncommercial 3.0 Not Adapted.