Tânia C . B . Cabral | UERGS (original) (raw)

Papers by Tânia C . B . Cabral

The Mathematics Enthusiast, 2018

This article undertakes an ideological critique of mathematics education from a capitalist perspe... more This article undertakes an ideological critique of mathematics education from a capitalist perspective. By replacing 'society' with 'education' and 'the figure of the Jew' with 'mathematics' in quotations from philosopher Slavoj Žižek, we characterize mathematics as the symptom of educational ideology. From such substitutions, we get statements like: Education does not exist and Mathematics is its symptom. In order to explore the kernel of truth in these statements, we introduce two concepts: identity-quilted-speech, to specify the so-called certainty of twentieth century mathematics (M20), and qualified-labor-power, to characterize the commodity that results from school production. Through the development of these concepts, we show how M20 actualizes Kant's radical ethics. We indicate the need to consider the mathematics classroom from the sociological perspective of jouissance. We present three instances of the inescapable production of meaning imposed on us by what we call the juggernaut of capitalist society. This inescapable production leaves us no apparent alternative but to either become a devotee of Capital or to follow the path of the Great Refusal: a re-signification of terrorism. Against this dead-end alternative, we suggest ways of decelerating the juggernaut, trying to curb it from within our classrooms.

International Journal of Engineering Education, 2018

In this article, we present fundamental principles and concepts for a postgraduate program focuse... more In this article, we present fundamental principles and concepts for a postgraduate program focused on educating universitylecturers in Science, Technology, Engineering and Mathematics (STEM). This program is being designed by the Science,Technology, Mathematics and Engineering (STEM) research group (GPEECE), which is linked to the State University ofRio Grande do Sul. Theoretical parameters are presented, as well as the actions needed to support a postgraduate programfocused on students who have taken courses in the areas of Science, Technology, Engineering and Mathematics (i.e., futureteachers of STEM). The results showed that the great differential of the course in relation to other similar courses is thespecific focus in the classroom. This was one of the aspects that were most remembered by the students of the specializationcourse that represented the previous work for the proposed course.

Bolema - Boletim de Educação Matemática, 1994

Apresentamos o Modelo de Mudança Conceitual (Posner et al, 1982) e destacamos como a presença da ... more Apresentamos o Modelo de Mudança Conceitual (Posner et al, 1982) e destacamos como a presença da subjetividade do aluno marca profundamente as quatro condições para a acomodação. A metáfora fundamental que esta à base do modelo, do aluno pequeno cientista, é limitada, porquanto não considera a relação do sujeito com sua comunidade via linguagem. Propomos uma outra linguagem: o processo de aprendizagem pode ser comparado ao processo psicanalítico. O aprofundamento da analogia permite delinear de forma bastante precisa as funções e a importância do diagnóstico inicial, caracterizando suas metas como a problematização do desconhecido, a instauração da relação transferencial pedagógica e a categorização de estruturas básicas de pensamento do aluno a partir de sua relação com os princípios científicos. Finalmente, diremos que para manter o envolvimento do aluno no processo, é fundamental a atitude e capacidade do professor ouvir atentamente, proporcionando ao aluno condições de discutir à v ontade e sem censura idéias e compreensões referentes ao assunto e de enfrentar desafios e conflitos.

Zetetiké: Revista de Educação Matemática, Feb 11, 2011

Resumo: Tentamos caracterizar a pedagogia da Assimilação Solidária a partir da psicanálise lacani... more Resumo: Tentamos caracterizar a pedagogia da Assimilação Solidária a partir da psicanálise lacaniana. Respondemos a terrível questão: o que é a matemática? É a posição subjetiva que se representa pela identidade ... Palavras-chave: Educação Matemática e psicanálise; ...

HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022

This is a theoretical article hailing at classroom practice. It was originally intended to be a r... more This is a theoretical article hailing at classroom practice. It was originally intended to be a report on an ongoing study introducing the fundamental theorem of calculus in a STEM freshman course, but the necessary explanation of our epistemological position has taken up most of the available space. Based on Hegel and Lacan, we argue for the reality of language against the implicit realistic positions that dominate mathematics education research. We describe how Cauchy's "one says that" (on dit que) created a bubble of semantic conventions. From inside this bubble, mathematicians only recognize the students by their shadows on the wall, like in Plato's cave. We argue that learning occurs outside the bubble. Instead of dragging the students in, to teach them ready-made notations and methods, our study exercises the dialectics of language in interaction with the students. We stick faithful to our lemma: one teaches by listening and learns by talking.

International Journal of Žižek Studies, Jun 20, 2017

We comment on the last chapter of Henrich (2003, ch. 21) where the author offers a 'key' to Hegel... more We comment on the last chapter of Henrich (2003, ch. 21) where the author offers a 'key' to Hegel's Logic focusing on the problem of the passage from selfreference to determination (meaning) in the beginning of the Logic. We argue that what he offers as a 'key' is actually a reduction of Hegel to the logic of understanding from the point of view of an autonomous Ego; consequently, he excludes dialectics. Contrarily, we present Hegel's own solution, eliciting the remark where he shows that the proposition "Being and Nothing are the same" negates itself insofar as it is uttered and reflected on the Other's understanding (Hegel 1929:102). We conjecture that this remark offers a privileged point from which to consider the connection Hegel-Lacan, provided we recognize the Absolute in Hegel as the big Other in Lacan. We suggest that the dialectical identity of identity and difference is actually an operation in the Agora and that the Hegel-Marx-Lacan theory can be properly denominated dialectical materialism. We also offer an answer to Žižek's (2013) question of how a "neutral medium of designation" can emerge within a "life-world practice" (7) or out of a "universe of matter (905).

IGI Global eBooks, 2008

This chapter shows how new concepts, derived from recent studies in pedagogy and intelligent tuto... more This chapter shows how new concepts, derived from recent studies in pedagogy and intelligent tutoring systems research areas, can be applied to the calculus learning domain. These concepts were incorporated in two computational tools: the E-M@T Web-based learning environment and the Leibniz pedagogical agent. Leibniz was integrated to E-M@T, serving as an educational assistant for calculus introductory classes. Pedagogical and didactical strategies used in these tools were built under the perspective of Solidarity Assimilation Group ideas, and the interaction processes between students and teachers in the classroom were analyzed under the perspective of pedagogical negotiation concepts. The chapter presents the theoretical foundations of Leibniz and E-M@T, showing the architecture of these tools, the structure of their knowledge base, and the organization of the prototype. Initial results obtained from the application of the prototype to real classrooms and future perspectives of this work are presented at the end of the chapter.

HAL (Le Centre pour la Communication Scientifique Directe), Feb 6, 2019

This paper discusses the solidarity assimilation methodology (SAM) under the critical scrutiny of... more This paper discusses the solidarity assimilation methodology (SAM) under the critical scrutiny of the community, as a strategy of intervention in an inherently exclusionary school system. This intervention has been operating for almost 40 years in direct contact with the classroom and in the context of institutional obstacles faced by the authors. The core principles of SAM is to distinguish promotion from evaluation and to conflate rewarding effort with content progress as promotional criterion leading to credit. SAM adopts the motto "we teach when we listen, we learn when we talk". We argue that this common belief in progressive pedagogies acquires a deeper meaning under a Lacanian perspective. Rewarding effort is less easy to digest because it forces us to politicise our work. The problem of universal failure will not be solved by SAM, but SAM provides an understanding-inaction of the role of failure in the resilience of school practices.

The Journal for Critical Education Policy Studies, Jun 1, 2015

In Baldino and Cabral (2013) we introduced the concept of qualified labour-power as the commodity... more In Baldino and Cabral (2013) we introduced the concept of qualified labour-power as the commodity produced by the school system. In the present article we outline a quantitative model to evaluate the profit rate of educational programmes. We compare a medical school programme with a teacher education programme at a public university in Brazil, from the point of view of profitability to the wealth of the nation's labour market and to the individual student. We argue that qualified labour-power is capital and that its owner participates in production in the condition of fixed capital. The general movement of the text points to the commodification of human beings through schooling.

Revista de Ensino de Engenharia, Jun 30, 2006

Neste artigo foi elaborada uma análise crítica do ensino de cálculo ministrado pelos departamento... more Neste artigo foi elaborada uma análise crítica do ensino de cálculo ministrado pelos departamentos de matemática nos cursos de engenharia, mostrando que os infinitésimos comparecem nas concepções espontâneas dos alunos e que o ensino pela via exclusiva dos limites cria dificuldades e exclusões. Discuti-se a questão da legitimidade dos infinitésimos como objeto de ensino e exemplificamos casos em que os raciocínios pela via dos infinitésimos são mais adequados às aplicações. Traz-se exemplo de sala de aula e apresentamos a proposta didático-pedagógica que estamos desenvolvendo nas componentes temáticas de matemática da UERGS, Guaíba. Finalmente é exposta brevemente a fundamentação dessa proposta baseada na psicanálise de Lacan e na filosofia de Hegel.

O conceito de pulsão segundo Freud-Lacan é investido na compreensão das vicissitudes de um aluno ... more O conceito de pulsão segundo Freud-Lacan é investido na compreensão das vicissitudes de um aluno nas situações de aprendizagem de um curso de cálculo, conduzido segundo a proposta didático-pedagógica Assimilação Solidária. O acompanhamento das dificuldades ...

This paper is a theoretical discussion about learning. In it the core question of learning is fir... more This paper is a theoretical discussion about learning. In it the core question of learning is first reviewed, assessed, then reworked to offer a new sensibility about what it is that prompts us to learn. Central to the reframing is the affective domain and the role that affect plays in learner outcomes. Our intent is to develop a theory of learning that foregrounds the non-rational and often unexplained aspects of learning. The general strategy taken draws upon the work of Lacan and uses that framework and language for developing a coherent explanation of some affective aspects of learning that are ordinarily overlooked in mathematics education.

IGI Global eBooks, Jan 18, 2011

Bolema, Apr 1, 2022

─ "Mathematics"? What do you mean? ─ Don't play the fool; everybody knows it. ─ "Matemática"? O q... more ─ "Mathematics"? What do you mean? ─ Don't play the fool; everybody knows it. ─ "Matemática"? O que quer dizer isso? ─ Não se faça de bobo; todo mundo sabe.

Bolema - Boletim de Educação Matemática, 1988

Neste artigo, investimos os quatro discursos de Lacan na caracterização do ensino tradicional-vig... more Neste artigo, investimos os quatro discursos de Lacan na caracterização do ensino tradicional-vigente da Matemática e na análise de uma alternativa metodológica a partir da psicanálise lacaniana. Discutimos as diferenças dessas estratégias metodológicas em termos da teoria dos campos semânticos no caso do teorema fundamental do cálculo. O artigo tem duas partes. Na primeira apresentamos os quatro discursos lacanianos (discursos do mestre, universitário, do analista e da histérica) e procuramos contextualizá-los na sala de aula de Matemática. Na segunda parte analisamos a apresentação do teorema fundamental do Cálculo feita por um livro texto usual. Concluímos o artigo formulando um encaminhamento pedagógica fundado nas análises feitas.

Esse artigo e referente a uma pesquisa de mestrado, desenvolvida a partir de 1999 e concluida em ... more Esse artigo e referente a uma pesquisa de mestrado, desenvolvida a partir de 1999 e concluida em 2001, sobre o ensino e a aprendizagem do calculo diferencial e integral em uma classe do curso de Geologia. O movimento dessa classe, pensado em termos de papeis desempenhados por alunos e professores, e aqui debatido em termos de imagens e olhares. A pesquisa sobre esse movimento e apresentada em duas fases. Da primeira fase constam: (i) a pressuposicao de atividades didaticas e pedagogicas para encaminhar a disciplina e (ii) a pressuposicao de uma abordagem metodologica apoiada na coleta de dados realizada atraves de questionarios e entrevistas realizadas com alunos do curso. Da segunda fase constam analise e interpretacao dos eventos de ensino e aprendizagem a luz do campo da psicanalise: Para que olhar nos mostramos? Quais imagens estao presentes? Palavras-chave Calculo em servico, ensino e aprendizagem, ensino superior, educacao matematica e psicanalise. Abstract This article refers...