Banca de DEFESA: MARY DE MELO TEIXEIRA MONTEIRO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARY DE MELO TEIXEIRA MONTEIRO
DATE: 10/03/2023
TIME: 19:30
LOCAL: Ambiente Virtual
TITLE:

ETHICS AND EDUCATION IN POST-MODERNITY: Mapping teaching movements in mathematics and their relations to self-care.

KEY WORDS:

Post-modernity; Education; Teaching; Math; Cartography; Self care

PAGES: 129
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Dialoguing with the Philosophy of Difference, referenced mainly by Bauman (1999, 2007, 2011); Deleuze (1990, 1994, 2005), Foucault (1999, 2004, 2006, 2010a) and Rolnik (1989, 1993, 1997, 2011), the present research emerges from a post-modern context, in which power, knowledge and subjectivity are intertwined. In this context, power and knowledge strengthen each other, producing subjectivities, in this case in mathematics teachers, understanding a path that goes from a history of inaccessible knowledge that mathematics has to the current educational public policy that advocates results. This public policy, full of ideals and intentions, involves education and teaching; This fact has driven us to investigate the relationship between teacher subjectivation and ethics from the Foucauldian perspective. Thus, we aimed to map Mathematics teachers in their working conditions, establishing relationships in self-care and discussing concepts involved in these relationships. This research emphasizes the importance of the philosophy of difference as multiplicity and, therefore, possibilities for the educational context experienced. Self-care, as autonomy and ethical practice of freedom and cartography as a means of representing affections that stir asking for passage. In this ethical-aesthetic experience, we relate the research results to the solar system, understanding education as the sun, the link that unites educators for common goals. We relate the teachers to the planets, when they exercise movements of translation and rotation, respectively as institutional submission and teaching autonomy, referring this movement to self-care, which according to Foucault involves knowing oneself, governing oneself, exercising oneself ethically. Simultaneously with the theoretical deepening, the research took place in two public schools in the state network of Pernambuco/Brazil, through meetings between the researcher and four teachers per school; later, individual interviews were carried out with the eight mathematics teachers, for discussion of concepts and production of narrative maps based on the themes: Minor education x major education. Management by results. Standard and external control x multiplicity and self-care. From these productions, the following findings were observed: a) lines of forces such as anxieties, frustrations and identifiable exhaustion, and represented by teachers derived from the tension between instituted education and lived education; derived from the tension between instituted education and lived education; derived from the tension between instituted education and lived education; c) escape routes and teacher reinvention in relation to themselves and teaching. It is evident, therefore, that even in the face of adversity, control and unwanted subjectivations, there is in each subject the multiple and singular capacity to move and take care of himself.

 

COMMITTEE MEMBERS:
Externo à Instituição - JULIANO MOTA PARENTE - UEM
Externa à Instituição - MICHELA TUCHAPESK DA SILVA - USP
Presidente - 2077818 - SIMONE MOURA QUEIROZ
Interna - 1193470 - TANIA MARIA GORETTI DONATO BAZANTE