Conversa Brasileira, http://coerll.utexas.edu/brazilpod/cob/, is a web-based Portuguese program developed at the University of Texas, which is designed to provide intermediate- and advanced-level students of Portuguese with an opportunity to analyze and study how Brazilians actually talk to one another in informal conversations. The online materials are comprised of 35 short video clips that are accompanied with optional Portuguese subtitles, English translations, pop-up commentary and analysis, PDF lesson notes, and user discussion blogs. The content of the videos provides learners with a slice-of-live view of Brazilian conversations in natural settings. This textbook provides learners with a hard copy of the lesson transcripts, translations, and lesson notes. Conversa Brasileira is just one of the many Portuguese Language projects that make up the complete collection of BrazilPod, http://coerll.utexas.edu/brazilpod/index.php.
Marxist Historiographies is the first book to examine the ebb and flow of Marxist historiography from a global and cross-cultural perspective. Since the eighteenth century, few schools of historical thought have exerted a more lasting impact than Marxism, and this impact extends far beyond the Western world within which it is most commonly analysed. Edited by two highly respected authors in the field, this book deals with the effect of Marxism on historical writings not only in parts of Europe, where it originated, but also in countries and regions in Africa, Asia, North and South America and the Middle East. Rather than presenting the chapters geographically, it is structured with respect to how Marxist influence was shown in the works of historians in a particular area. This title takes a dual approach to the subject; some chapters are national in scope, addressing the Marxist impact on historical practices within a country, whereas others deal with the varied expressions of Marxist historiography throughout a wider region. Taking a truly global perspective on this topic, Marxist Historiographies demonstrates clearly the breadth and depth of Marxism’s influence in historical writing throughout the world and is essential reading for all students of historiography.
This edited volume is written in memoriam of Professor Emeritus Ubiratan D’Ambrosio (1932 – 2021), who was a well-known Brazilian mathematics educator and historian of mathematics. This book explores the diverse facets of D’Ambrosio’s work as well as his legacy and the later adaptation of his ideas around the globe. It starts with a preface written by his son, Alexandre D' Ambrosio, who shares his personal experiences growing up with this father and his love for discovery. The book is then divided into four sections: Past and Future: Ubi’s Way of Seeing Education in the Present Roots of Ethnomathematics Ethnomathematics in Action Trends in Ethnomathematics It features diverse points of view and experiences that explore mathematics and culture from researchers in the Americas, Africa, Europe and South Asia. Chapters range from personal explorations of D’Ambrosio’s impact to broader views of his research and work. This book forms part of the growing understanding of Ubiratan D’Ambrosio’s life, research, and the legacy he has left for millions of researchers, students and teachers worldwide. This book is appealing to anyone involved in mathematics education research as well as those interested in the history and future of mathematics education.
Based on Jung's theory of complexes, this book offers a new perspective on conflicts between groups and cultures, demonstrating how the effects of cultural complexes can be felt in the behaviour of disenfranchised groups across the world.
This book is about the unique, sophisticated, and rigorous study of mathematics in Latin America developed over centuries of cultural exchange between Europe, North, and South America. More specifically, the book explores the tradition of mathematical modelling, introduced a century ago. This modelling was adapted to assist members of distinct communities to draw information about their own realities through the elaboration of representations, which generate mathematical knowledge that deals with creativity and invention. The book provides empirical evidence that a category of mathematical modelling developed in Latin America assesses the horizontal and reciprocal relations between mathematics (school/non-school contexts) and the real world. These relations provide an epistemological and ontological change, where mathematical knowledge of the others is recognized on a horizontal plane. Further, they oblige mathematics teachers and students to understand as a community of knowledge that builds their own mathematical categories of their environment governed by the reciprocal relationships between academic knowledge and functional knowledge. The dimensions of the relationships make up a frame of reference that guides educational change in mathematics. The book presents an inquiry-based approach of three Latin American modelling programs: ethnomodelling, transversality of knowledge, and reasoned decision-making. Each one, with its respective theoretical and methodological foundations related to ethnomathematics and mathematical modelling, socioepistemology, and the attribution of meaning to learning. Undoubtedly, the three mathematical modelling programs, independently, provide educational gains, each with its levels of specificity and loyal to its philosophical, theoretical, and methodological principles. However, the book places them together, organized by axes, to define a corpus of mathematical knowledge that envisions profound educational change through the development of different approaches of mathematical modelling. The authors of the 18 chapters in this book, who represent the diversity of Latin America, are from eight countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Honduras, and Mexico. They were invited to share their ideas, perspectives, and discuss investigations that represent a rich sample of three Latin American perspectives on mathematical modelling.
In a world on the move, where languages and cultures collide, the role of education in fostering integration, entrepreneurship, and mediation is more critical than ever. This book is an essential resource, offering a current and international perspective on the complex interplay between education and migration. Divided into two compelling sections, the first delves into the foundational aspects of education in the context of migration; the second section focuses on specific situations and case studies, where the entrepreneurship of migrant communities comes to life. Contributions from international academics who work closely with migrant communities provide a deep understanding of the challenges and their mitigation. In a time when migration is consistently on the rise, this book offers invaluable insights that can inform researchers and policymakers alike. It serves as a beacon of hope, demonstrating that education and mediation are the bridges to empowerment and cultural understanding.
This book addresses key issues in the context of the national policy of educating children accused of crimes in Juvenile Courts in Australia. For several decades, National and State Governments in Australia have struggled to define education, constantly seeking to improve the way society applies the concept. This book presents an accurate portrayal of consequences of the education policy of trying to educate troubled children and young people in trouble with the law. It describes the work of juvenile detention centre mathematics teachers and their teaching contexts. It portrays teachers as learners, who ventured with researchers with a theoretical perspective. This book focuses on culturally responsive pedagogies that seek to understand the ways Indigenous children and young people in juvenile detention make sense of their mathematical learning, which, until the time of detention, has been plagued by failure. It examines how the underperformance of Aboriginal and Torres Strait Islander students, and students from low socioeconomic backgrounds are strong determinants of their overrepresentation in the juvenile justice system in Australia. This book presents the argument that if the students’ literacy and numeracy levels can be improved, there is opportunity to build better futures away from involvement in the juvenile justice system and towards productive employment to improve life chances.
"Peripecias de um Pesquisador 'Gringo' no Brasil nos Anos 1960, ou, A Cata do Cordel" e um relato divertido e informativo da primeira estada de pesquisa do Curran no Brasil. Neste livro o autor conta duas estorias: a pesquisa sobre o cordel e talvez mais importante, as viagens e a peripecias daquele primeiro ano no Brasil.Os dois relatos sao inseparaveis e se complementam. Os capitulos incluem: Recife e o Nordeste, Viagens ao Interior do Nordeste, Pesquisa na Capital Colonial do Brasil - Salvador da Bahia, Pesquisa e Turismo no Rio de Janeiro, Viagens ao Interior desde o Rio de Janeiro includindo Ouro Preto, Congonhas do Campo e uma viagem memoravel em um "gaiola," ou seja, vapor de roda, no Rio Sao Francisco em Minas Gerais e Bahia, e finalmente, pesquisa na Bacia Amazonica, incluindo Belem do Para e Manaus. O relato nao esta em linguagem academica mas em um estilo coloquial de conversa. Curran escreve como se estivesse fazendo um bate-papo com o leitor relatando estorias de suas viagens, e talvez, com o autor e leitor gozando uma caipirinha ou um bom choppe enquanto o autor conta suas estorias.
This book brings together various studies that assume phenomenology to analyze how mathematics education is affected by the experience of being in the cyberspace. The authors of the chapters included in this contributed volume work with the theoretical framework developed by authors such as Edmund Husserl, Martin Heidegger and Maurice Merleau-Ponty to investigate how mathematics is produced and comprehended in a new way of being in the world, with digital technologies. The aim of this book is not to explain the tools used and how one works with them in the cyberspace, aiming at better teaching and learning mathematics. Its purpose is to present philosophical investigations that contribute to the understanding of the complexity of the world in which we are being researchers and mathematics teachers. By doing so, Constitution and Production of Mathematics in the Cyberspace – A Phenomenological Approach will help researchers and mathematics teachers understand their role in a world in which the experience of teaching and learning mathematics is being radically changed by new technologies and new ways of being in this world.
