1,720,979 research outputs found
Nhande reko mbo\'e: the search for dialogues between different knowledge systems in the context of the Guarani and Kaiowá mathematics teachers practices
No full textEsta pesquisa tem como objeto compreender as diferentes maneiras que os professores indígenas Kaiowá e os Guarani, formados em matemática, relacionam os conhecimentos indígenas e os conhecimentos não indígenas ao produzirem suas práticas pedagógica na escola indígena, que tem se configurado como um lugar de encontro destes diferentes sistemas de conhecimento. Entendendo a escola como um que lugar produz conexões com o mundo não indígena, destacamos os processos de colonialidade que, por meio dela, se colocam para as comunidades indígenas, e a forma como os Guarani e Kaiowá, por meio de movimentos de resistência e de ressignificação, produzem modos próprios de lidar com esta realidade. Neste trabalho falo a partir de lugares onde se estabelecem relação entre professores indígenas, comunidades, universidade e escola. Ou seja, da atuação de professores indígenas atravessada por diferentes lócus de produção de conhecimento, regida por relações de poder. Os dados e análises produzidos são resultados de um trabalho de campo que se desenvolve em diferentes momentos, na formação inicial, em momentos de formação continuada e em diálogos com professores indígenas, formados em um curso específico, que atuam nas séries finais do Ensino Fundamental em escolas indígenas. A Etnomatemática, assim como a Interculturalidade são entendidas como perspectivas que produzem outros modos de pensar, portanto, como movimentos decoloniais. Estas perspectivas estão presentes, na medida em que é possível verificar, mesmo que indiretamente, em suas práticas pedagógicas em sala de aula. Os professores indígenas produzem modos próprios de ensinar, subvertem e afrontam o modelo de conhecimento e de escola que lhes são impostos. Escapam, em diferentes momentos, do modelo de escola concebido a partir de um paradigma universal de conhecimento, numa perspectiva eurocêntrica. Produzem linhas de fuga que atravessam o modelo de escola que lhes é imposto, podendo indicar caminhos para o entendimento do que seja uma educação escolar indígena, diferenciada, intercultural e bilingue.This research aims to understand the different ways that Kaiowá and Guarani indigenous teacher with an undergratuate degree in mathematics associate indigenous and nonindigenous knowledge when producing their pedagogical practices in the indigenous school, which is a place where these different knowledge systems meet. Understanding the school as a place that produces connections with the non-indigenous world, we highlight the processes of coloniality that through it are placed for the indigenous communities and the way the Guarani and Kaiowá through resistance and resignification movements produce their own ways of dealing with this reality. In this study, I take into account the indigenous teacher training courses and indigenous schools where a relationship between indigenous teachers, communities, schools and universities is established. In other words, the performance of indigenous teachers crossed by different locus of knowledge production, conducted by power relations. The data and analyzes produced are the results of a field research that takes place at different times, in the initial and continuing training and in the dialogues with indigenous teachers with a degree in a specific course and that are in charge of the final grades of Elementary Education in indigenous schools. Ethnomathematics as well as Interculturality are understood as perspectives that produce other ways of thinking, therefore, as decolonial movements. These perspectives are present even if indirectly, in their pedagogical practices in the classroom. The indigenous teachers produce their own ways of teaching, subvert and confront the model of knowledge and school imposed on them. They escape, at different times, from the school model conceived from a universal paradigm of knowledge in a Eurocentric perspective. They produce ways to scape that cross the school model imposed on them, indicating ways to understand what is a differentiated, intercultural and bilingual indigenous school educatio
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Ler, escrever e contar: práticas de numeramento-letramento dos Kaiabi no contexto de formação de professores índios do parque indígena do Xingu
No full textLer, escrever e contar : praticas de numeramento-letramento dos Kaiabi no contexto de formação de professores indios no Parque Indigena do Xingu
No full textOrientador: Marilda C. CavalcantiTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da LinguagemResumo: O objetivo deste trabalho consiste em apresentar uma discussão sobre as práticas de numeramento-Ietramento do grupo Kaiabi no contexto de formação de professores índios do Parque Indígena do Xingu, procurando estabelecer uma relação entre essas práticas e a prática dominante representada pela instituição escola, do ponto de vista dos professores índios e da professora-formadora-analista. O conceito de numeramento adotado neste estudo é apresentado a partir de relações traçadas entre as áreas de estudo de Letramento (Street, 1984, 1995), Antropologia Social Cognitiva (Lave, 1988) e Etnomatemática (D'Ambrósio, 1985, 1990, 1997; Sebastiani-Ferreira, 1991, 1997 e Knijnik, 1996). Os dados que compõem a análise são provenientes de registros, coletados etnograficamente, compostos por diário de campo; gravações em áudio das aulas, das entrevistas com os professores Kaiabi, das avaliações dos cursos e das assembléias com as lideranças; os textos produzidos para o livro de matemática em língua indígena, na parte de elaboração de problemas, e os diários de classe dos professores Kaiabi. A análise das práticas de numeramento-Ietramento dos professores Kaiabi no contexto formação no PIX aponta um caráter de apropriação da prática dominante no sentido proposto por de Certeau (1996). Indica também a afIrmação de identidade étnica (Cunha, 1986, Maher, 1996). Na análise da construção dessas práticas são focalizadas atitudes, significados, valores, formas de uso que estão relacionados ao número, à escrita alfabética e ao desenho. Os resultados deste trabalho levantam questões para reflexão sobre letramento-numeramento no contexto brasileiro de formação de professores índiosAbstract: The objective of this work consist on presenting a discussion about the numeracy-literacy practices of Kaiabi group in the context of the indian teachers origin from Xingu Indian Park, trying to stablish a relation between these practices and the dominating practice represented by the school institution from the pont of view of the indian teachers and the originator-analyst teacher. The concept of numeracy adopted in this study is presented by tracing relations between the Literacy study area (Street, 1984, 1985), Cognitive Social Antropology (Lave, 1988) and Ethnomathematic (D' Ambrosio, 1985, 1990, 1997; Sebatiani-Ferreira, 1991, 1997 and Knijnik, 1996). The data that compose the analysis come from registers collected ethnographically, composed by field diary; audiorecords in classes, interviews with the Kaiabi teachers, courses evaluations and meetings with leaders; the texts made to the Mathematic book in Indian Language when talking about problems making and the classes diary from the Kaiabi teachers. The analysis of the numeracy-literacy pratices of the Kaiabi teachers in the context of origin in PIX, describes a character of appropriation of dominating practice. related to the meaning proposed by Certeau (1996). It also indicates the ethnic identity (Cunha, 1986; Maher, 1996). In the analysis of construction of these practices the focus is on attitudes, meanings, values, use ways which are related to the number, the alphabetical writing and the drawing. The results of this work point out question to think about literacy-numeracy in brazilian context of indian teachers originDoutoradoEducação BilingueDoutor em Linguística Aplicad
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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