表演装置在数学教学干预方案中的应用

Q4 Social Sciences
Ismael Santos Lira, Jonei Cerqueira Barbosa
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引用次数: 0

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本文章由计算机程序翻译,如有差异,请以英文原文为准。
O dispositivo da performatividade em um programa de intervenção pedagógica para o ensino de matemática
Within the scope of research in mathematics education, this article discusses the impact of reformist public educational policies that enable the growth of public–private partnerships with the excuse of improving student performance in large-scale external assessments. The work seeks to characterize some communication principles related to this phenomenon in the context of a pedagogical intervention program for mathematics teaching in the initial years, developed by the Municipal Department of Education of Teresina, Piauí, in partnership with the Alfa e Beto Institute. This characterization is based on some concepts of Basil Bernstein’s sociological theory, especially on the idea of a pedagogical device in association with the notion of performativity, in line with Stephen Ball. This is a qualitative study, whose data were collected through observations of teacher education meetings, classes, and school routine, and documents and interviews carried out with a teacher educator, two teachers and three school administrators. The data were analyzed in the light of the Bernsteinian language of description, and the results pointed to two regulating principles of the activities carried out in that program: the vertical relationship between the agents; and the preparation for the reproduction of valid mathematical texts.
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来源期刊
Educacao e Pesquisa
Educacao e Pesquisa Social Sciences-Education
CiteScore
0.60
自引率
0.00%
发文量
80
审稿时长
16 weeks
期刊介绍: EDUCAÇÃO E PESQUISA é uma publicação quadrimestral da Faculdade de Educação da Universidade de São Paulo – FEUSP. Publicada desde 1975, a revista aceita artigos em português, francês, espanhol e inglês. Publica artigos inéditos na área de educação, em especial resultados de pesquisa de caráter teórico ou empírico, revisões da literatura de pesquisa educacional e reflexões críticas sobre experiências pedagógicas.
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