Monica Mesquita - Academia.edu (original) (raw)

Papers by Monica Mesquita

REMEA - Revista Eletrônica do Mestrado em Educação Ambiental

Este artigo apresenta e discute a elaboração coletiva e transcultural de um Módulo de Ensino, apl... more Este artigo apresenta e discute a elaboração coletiva e transcultural de um Módulo de Ensino, aplicado a uma turma de Mestrado da Universidade Nova de Lisboa, Portugal. Esse processo de coconstrução fez parte do Projeto Partibridges, e possibilitou dar sequência aos trabalhos do Observatório de Literacia Oceânica com as comunidades costeiras locais. A Associação de Pesca Artesanal – ALA-ALA foi parceira no projeto, o que permitiu aprofundar em um tema de enorme relevância socioambiental – a pesca artesanal. Acreditamos que a aproximação teórico-prática aqui apresentada e discutida, poderá ser de grande interesse no âmbito da Educação Ambiental (EA), já que elucida conceitos, teorias, metodologias e métodos pedagógicos, faz uma análise sobre o papel das instituições de ensino na transformação para a sustentabilidade e apresenta um projeto de caráter inovador, que poderá servir de inspiração e de base inicial para novas ações de EA.

the Challenge of Cultural Difference

The Wall and the Border -the Roots of Social Violence in Borderlands

Sociology of Space and Urban Boundaries.Embodiment through Communitarian Education

Dutch Crossing: Journal of Low Countries Studies, 2016

info:eu-repo/semantics/publishedVersio

International Journal of Žižek Studies, 2016

In a process of emancipatory collective education proposed by the Urban Boundaries Project, this ... more In a process of emancipatory collective education proposed by the Urban Boundaries Project, this paper discusses the importance of the educational process not as cloistered but as critical tool to the current hegemonic system, and thus its roots in our situationality (Freire, 1970), as well as in our relations of survival (D’Ambrosio, 2013). The concept of love as a political category (Žižek, 2013) will be argued from the modes of production of the urban human beings and its relations among the productive forces, the relations of production, and the conscious bodies (Mesquita, 2011). Disturbing choices made in the dialogical exercise, from a victimization posture to a free collective subject rooted in or identified with a particular form of life, supports this argument.

Urban Boundaries Space. Disturbing Choices and the Place of the Critical Research/Researcher in the Capitalist Wile

This chapter is a deep outburst! This outburst first materialized as a presentation during a smal... more This chapter is a deep outburst! This outburst first materialized as a presentation during a small international meeting of mathematics education researchers—DOME (Disorder of Mathematics Education), in early 2015 in Berlin. Mathematic education researchers committed to Critical Social Theory made up the core participants at the DOME. The central aim of this chapter is to propose some thoughts regarding our situationality as critical researchers and considering the position that our research occupies in the capitalist wile. The systematization of the presented arguments came as a result of a reflexion on my recent path as mathematics education researcher and educator, self-labelled as critical. The discourse begins with a brief introduction of some points of view over our choices, questioning our freedom, going through the political flows of our survival, and enquiring the role of our production, reproduction, and contradictions as critical researchers—passing to another stage as cr...

Ensino em Re-Vista, 2018

desenvolvido por Ubiratan D'Ambrosio, propõe uma nova visão para os processos educativos enraizad... more desenvolvido por Ubiratan D'Ambrosio, propõe uma nova visão para os processos educativos enraizada na humanização dos espaços escolares. Neste artigo discute-se o processo do desenvolvimento deste currículo no seio de duas pequenas comunidades urbanas além mar, situadas na Costa de Caparica-Portugal. Ressalta

Bolema: Boletim de Educação Matemática, 2015

Resumo Neste artigo, fruto das nossas vivências enquanto investigadoras junto à comunidade Terras... more Resumo Neste artigo, fruto das nossas vivências enquanto investigadoras junto à comunidade Terras da Costa em Portugal, pretendemos apresentar os olhares investigativos a partir de dois focos distintos: o projeto Fronteiras Urbanas – A dinâmica de encontros culturais na Educação Comunitária/FU (2012-2014) e a Escola do Bairro, inserida tanto no projeto como no atual Movimento Fronteiras Urbanas/MFU (2015). Tal proposta será mediada pelas teorias do Programa Etnomatemática e da Educação Comunitária, proporcionando o trabalho com a Etnografia Crítica, na qual o processo botton-up mobilizou as ações e as investigações na/com a comunidade, enraizando-se no contexto da dialogicidade freireana e do currículo Trivium de D'Ambrosio. Nosso eixo central é o conceito de Fronteira, que nos fez refletir sobre as relações que os caminhos e as perspectivas das investigações em Etnomatemática mantêm com as comunidades envolventes, pois acreditamos que o investigador nessa área encontra-se em co...

Educação Matemática e Contextos De Diversidade Cultural

Aproveitando o movimento de abertura deste simpósio – SIPEMAT 2015, convido os participantes a en... more Aproveitando o movimento de abertura deste simpósio – SIPEMAT 2015, convido os participantes a entrarem e sentirem alguns dos momentos etnográficos experienciados, a fim de dialogarmos sobre (1) o nosso processo transdisciplinar e transcultural inserido na educação matemática (comunitária); (2) a valorização dos conhecimentos locais e da dialogicidade no desenvolvimento humano, (3) o ato da civilidade (BALIBAR ([2002] 2011), durante estes tempos de encontros, nos quais também cabem os confrontos, culturais.

The push to marry off local and school knowledge has been a growing concern within educational sc... more The push to marry off local and school knowledge has been a growing concern within educational sciences, particularly in mathematics education where a field of studies by the name of ethnomathematics has been producing research around the uses people do of mathematics outside school’s walls. Notwithstanding the good will of educational agents in bringing to schools local knowledges, criticisms have been made on the sometimes naive way in which such a bridge is theorized and implemented. After a brief description of these criticisms, we present the Urban Boundaries Project as an attempt to avoid the inconsistencies of schooling, and the promotion of a non-scholarized ethnomathematics.

The purpose here is to argue about the process of the encounter that occurred on São Paulo’s asph... more The purpose here is to argue about the process of the encounter that occurred on São Paulo’s asphalt streets – the asphalt children and the asphalt academics. The roots of the main argument are centered in the sociological worldview and in the ethnomathematics posture, which were developed through the process of a PhD ethnographic research . The bringing together of marginal and non-marginal positions through the knowledge as well as the systematizing of the dialogical processes promoted in this approach, result in an activist social practice. The aim of looking at this encounter is to feed the end of verbalism and the beginning of a situated knowledge that is engaged with our everyday lives, with our very being searching equity on research acts.

Fronteiras Urbanas. A dinâmica da encontros culturais na educação comunitária

Mesquita, M. (2014). Fronteiras Urbanas. A dinâmica da encontros culturais na educação comunitári... more Mesquita, M. (2014). Fronteiras Urbanas. A dinâmica da encontros culturais na educação comunitária. Relatório de Progresso 2012-2013. Lisboa: Instituto de Educaçao/FCT

This paper explores the aspects of the conception of space among the 'street children' fr... more This paper explores the aspects of the conception of space among the 'street children' from a project called the "Art and Life House", in São Paulo city, Brazil. In the "Art and Life House" I used the conception of space to investigate the children's reality, motivating them to learn more about the reality around them, finding and describing meaning in their environment.

To rethink about our role as researchers of the mathematics education pro- cess could be a way to... more To rethink about our role as researchers of the mathematics education pro- cess could be a way to think about the relation between for what and why mathematics education exists. Some thoughts, that grew from my inner dia- logues as a researcher, teacher, student, and mother that I am, were devel- oped within practices inside multiple systems in which I was engaged, bring- ing some questions that became a paper from the necessity for sharing them in the Discussion Group 3 of the ICME environment.

Pré-Escola: Um Estudo a Respeito Da Sobrecontagem Na Resolução De Problemas Aditivos

The present paper shows a study on the solving of adding problems with 32 pre-school students (5 ... more The present paper shows a study on the solving of adding problems with 32 pre-school students (5 to 7 years old) in a public school from São Bernardo do Campo, São Paulo state, Brazil, in 1999. It shows that the solving of adding problems depends on overcounting, which depends on memorization of the natural numerical sequence from a certain number different of 1. It shows, too, a organization of Vergnaud’s cathegorization problems in a teaching sequence, showing that this organization interferes with the solving strategy. The teaching sequence bases itself in some theoretical concepts from the Mathematics Didaticism, in special the ones developed by Douady. The teaching sequence point out and analysing the importance of the social context, as well as the social interactions in the cognitive development of the student. It approaches, too, the role of the teacher/researcher in the building and managering of a interactive area. This paper has the intention of discussing about the polit...

O Conceito De Espaço Na Cultura Da Criança Em Situação De Rua: Um Estudo Etnomatemático

Em uma pequena volta pelo centro da cidade de São Paulo pode-se ver crianças em situação de rua .... more Em uma pequena volta pelo centro da cidade de São Paulo pode-se ver crianças em situação de rua . Elas estão sempre em pequenos grupos, com uma criança líder por grupo – denominada pai ou mãe de rua –, brincando de sobreviver. Nessa “brincadeira” contextualiza-se a necessidade de rápidas decisões, já que as crianças em situação de rua estão envolvidas em situações limite como a miséria, a violência, a pressão moral – expressada pelo olhar da população. O tratamento dessas crianças, em resposta à esta necessidade, mostra uma particularidade comum: o conceito de espaço em um contexto social ou em uma cultura matemática própria. Estudando esta cultura matemática no habitat dessas crianças, ou seja, na rua ou em albergues noturnos para crianças em situação de rua, iluminam-se as práticas matemáticas ou os desenvolvimentos cognitivos que são utilizados em vários contextos sociais. Entretanto, meu foco central aqui não é estudar a cultura matemática dessas crianças em sua globalidade mas ...

This paper starts from two statements based on a literature review. The first one concerns the le... more This paper starts from two statements based on a literature review. The first one concerns the learning process and states that learning is situated and socioculturally contextualized. Learning happens in the space of the background and the foreground of the learner in his or her particular environment of experience. This statement is based on the Vygotsky and the Cultural psychology approach (Cole, 1996) and on the work of Vithal & Skovsmose (1997). The second statement concerns the deficient theory of the learning process (instead of the deficiently of the learner). Based on the international comparative research on mathematical skills we claim that the drop out of school of many groups of children (OECD, 2010) has to do with the insufficient learning system at school that fail to fit with the daily background knowledge of the children. In the final part of the paper we will present three different ethnomathematical cases based on the educational practices that the authors develop...

Constant pleasure and learning spaces … Lia, Renan and Lucas! My deep gratitude for transforming ... more Constant pleasure and learning spaces … Lia, Renan and Lucas! My deep gratitude for transforming an egoistic PhD process into a communitarian process… to live this was wonderful! Margarida, Terezinha and Sergio… you are me and I am you! Thank you so much for all the support, all the prayers, and all the love.