Navegando por Assunto "Everyday life"

Agora exibindo 1 - 3 de 3

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Intencionalidade, experiência banal e comunicação: esboço de prospecção fenomenológica do cotidiano
(Universidade Estadual do Rio de Janeiro, 2015) CASTRO, Fábio Fonseca de
The article proposes a phenomenological exploration of the notion of daily life, understanding it as living experience, as opposed to experience, from the philosophical debate about the world of life (Lebenswelt). The purpose of this survey is to think about the nature of communicative experience in everyday life. In this task, we dialogue with Heidegger’s concept of iddle talk (Gerede), trying to understand how intersubjectivity is produced in contemporary culture.
Acesso aberto (Open Access)
Mídia, intersubjetividade e quotidianidade: Etnografia das práticas comunicacionais em uma feira de Belém
(Associação Nacional dos Programas de Pós-Graduação em Comunicação, 2017-06) CASTRO, Fábio Fonseca de; CASTRO, Marina Ramos Neves de
This article describes an ethnographic research with the support of ethnomethodology held on a market in the city of Belém, Pará in two periods: the first one with nine months in 2011-12 and the other one with six months in 2015. Observing the communicational and cultural processes present in the social interactions present in this market, we try to describe the typifications (Schutz, 1967) that conforms intersubjectivity of social subjects who attend there. Along the way, we describes and discusses these typifications as social forms (Simmel, 1999; Simmel, 2006) of a banal everyday life (Heidegger, 1976, Heidegger, 1985; Heidegger 1992) and we seek to reflect on these typifications through Heidegger's notion of iddle talk (Gerede), understood as communication and cultural process accustomed to the banality of everyday life.
Acesso aberto (Open Access)
Qual o sentido de estudar matemática na escola? o que dizem professores e alunos
(Universidade Federal do Pará, 2016-04-15) SILVA, Paulo Vilhena da; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
It is not news that learning of mathematics is problematic. Thus, for quite some time, as an alternative to this difficulty, researchers in mathematics education has sought to consider the culture and the customs of different groups in the teaching of mathematics, investigating how to use this “out of school” knowledge in school teaching of mathematics, in order to make learning more interesting, useful, contextualized, critical, meaningful, etc. Hence, in the literature of this field of study it is very common to find statements that the teacher should contextualize his classes using concrete situations of life of students, that is, real problems of learner's life. While this may be a good strategy if taken to the extreme, gives the impression that only what is immediately applicable to the lives of students should be taught. This is a naive and romantic view for pedagogical practice and becomes attractive for suggesting that students would be happier, free and creative by learning in school mathematics they experience in their daily lives. It is a seductive discourse that leaves between the lines, consciously or not, that the poor student must maintain their social place. Our hypothesis is that this conception is also present in the opinion of the school community, so our goal in this work was to analyze which conception students and teachers have about the meaning (reasons) of studying mathematics at school. Therefore, we asked the subjects, students and teachers of public schools in the metropolitan region of Belém to answer the above question. The analysis show that students and teachers agree, as well as some of the researchers in mathematics education, that the sense of studying math is its immediate practical uses. On the contrary, in our argument, made in the light of the Pedagogy Historical-Critical, we argue that we do not study mathematics only to use it in immediate everyday practical activities, but as part of the process of humanization of the individual: the formation of critical citizens who are able to understand and modify the contradictions that surround them, understanding their reality in a more elaborate way, enriching its universe of meanings, going beyond the limits of direct observation.