Tag: education

Be aware that mathematics involve great efforts of humanity to understand itself and understand the universe we inhabit. There have been efforts, accomplishments, setbacks, breaks, imbalances and progress, it is necessary to bear in the mind of teachers. That is, mathematics is not infallible nor absolute, are historical products aimed at improving the understanding of human life. Consequently, proposed in the guidelines is important to note that the value of historical knowledge in addressing school mathematical knowledge is not to collect a series of anecdotes and curiosities to be presented occasionally in the classroom.

Knowledge of history can be enriching, among other things, to guide the understanding of ideas in a meaningful way, for example, instead of addressing the integers from a purely structural perspective, which came after thirteen centuries of maturation could be considered as those culminating moments in their development to provide more intuitive approaches to this concept, to highlight different forms of construction and reasoning, temporal and spatial framing the big ideas and problems with their grounds and precedents and to identify problems Open every day, its evolution and current status “.” (MEN, 1998: 16) Regarding the relationship between culture and mathematics, is to recognize that this science is in related to processes of meaning of culture in different historical moments and groups. For example, math base 20 of the Mayan culture, is related to the worldview of that culture and processes of calendar and time management on 13 moons or months of 28 days. It is therefore necessary to bear in mind that “that within this same perspective, students bring their own culture to the mathematics classroom and in turn the mathematical work from their own culture, the latter constituted by doing and the elements of its practice.

Therefore, finally it is arrived the Brazilian right, approaching its primrdios in connection with the sociopoltica and economic organization of the country, structuralized in the elite who since the Empire finished for reproducing the referenciais of the old metropolis, practical clientelistas and a idealismo of European origin, much even so the aboriginal and black culture relegated as the plain one and having its members been treated as things and without rights have contributed for this gnese. It is reached, thus, the foundation of the legal courses in Brazil with the creation of the Facultieses of Right in So Paulo and Olinda in analysis not only of its resume, but equally of the too much legislative statutes and diplomas that had been giving it forms to the curricular modifications and the format of the proper chairs and you discipline lecionadas. It has, then, the legal education its historical tracing delineated, in what it has the connection with the institution of the Brazilian university, that, boarded since the decade of 1930, perpassa the agreements of the decade of 1960 between the Ministry of the Education and Culture and the United States Agency will be International Development (USAID), in what, then, the panorama is reached contemporary where after the analysis of the legal instruments that had allowed to its salient visualization it education necessity that conceives a right living creature, that does not bring in its lies only thoughts or mere repetitions, but the technique of if thinking that it contemplates an ideology change to demand new paradigms, that do not have to reproduce the picture of absence of critical-valorativa interpretation. The permanence of a model only centered in normativista education, for certain, will not take care of to these propagandas, that have in its demands the too much elements of the civilization, to the historical continuity of the proper right and its instrumentalizao as referencial capable to understand the social scope, in true effort of overcoming of a crisis picture. This overcoming could only be reached by an attitude reflexiva and less dogmtica, capable to hinder a vision ' ' fragmentria' ' on the part of men and women, as the proper author clarifies in them (P. 185): (…) Alone a reflexiva attitude, less dogmtica will be able to hinder the fragmentary vision of this science that says respect to the man in the quality of to be total with rights and inherent duties to its basic condition, come, to a time, of the proper nature and the quality of being representative of the humanity. For last, one concludes that the education of the right: description-ideological roots and new lines of direction consist of an important contribution for the general vision of the roots description-metodolgicas of legal education in Brazil, contributing, still, with a proposal that introduce a permanent reflection on the paper of the legal dogmtica at the present moment, as well as the necessity of its understanding in the interior of antropossocial reality, establishing base of an ample and complex agreement, that could not be reached in the right if the legal education not to obtain to tranfer and to surpass the acrticos models, mere formalists, and, why not to say, even though, detached with the reality that throughout the years if had established.