Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

In the philosophy of mathematics, ontological and epistemological questions have been discussed for centuries. These two set of questions span out a two-dimensional philosophy of mathematics. I find it important to establish a four dimensional philosophy of mathematics by adding two more dimensions, namely a sociological and an ethical dimension. The sociological dimension addresses the social formation of mathematics, while the ethical dimension addresses the mathematical formation of the social. In this article, I concentrate on exploring the ethical dimension by showing the broad range of social implications set in motion through bringing mathematics into action. These implications I illustrate in terms of quantifying, digitalising, serialising, categorising, and imagining. By the banality of mathematical expertise, I refer to the phenomenon that the formation of this expertise takes place in an ethical vacuum. To me this is a devastating feature of mathematical research and application practices. It is important that a philosophy of mathematics brings mathematics out of this vacuum. Keywords: Four-dimensional philosophy of mathematics; Ethics; Mathematics in action; Quantification; Digitalization.

The present Special Issue of the Qualitative Research Journal (Revista Pesquisa Qualitativa), edited by me, Maria Aparecida Viggiani Bicudo, is a thematic dossier of philosophy of mathematics. But why has this subject proved relevant, thus becoming the subject of this issue?

O volume 8, número 17, da Revista Pesquisa Qualitativa é composto por 9 textos de diferentes áreas e temáticas.

Complete summary of RPQ. Special Number: Philosophy of Mathematics

Sumário completo da RPQ, v. 8, n. 17, ago. 2020

The use of software programs in analyses of qualitative research has increased lately; as a result, it has triggered production of programs, which are capable of providing several resources. This paper approaches the use of the NVivo Software Program, version 12 Pro, as an auxiliary tool in the process of information organization and systematization in the methodological route of the Discourse Textual Analysis (DTA) proposed by Moraes and Galiazzi. In an ongoing doctoral study, the NVivo Software Program shows that its resources agree with epistemological and methodological principles of the DTA and effectively contribute to all steps of the analysis process. Some of its advantages are the possibilities of importing files from different sources, of moving around the corpus quickly and precisely, of taking notes, of accessing links and of creating maps and word clouds. Disadvantages include the cost of the software program and the scarce production of material and tutorials that address its use. Keywords: Discourse Textual Analysis; NVivo Software Program; Qualitative Research.

The Discursive Textual Analysis (DTA) started to be used as an analytical methodology to investigate Pedagogical Projects of Teaching Degrees in Chemistry in a doctoral dissertation published in 2010. The author of this dissertation started to advise post-graduate students and, as a result, four master's theses that used the DTA in the analysis of Pedagogical Projects of Teaching Degrees in Chemistry were developed between 2016 and 2020. This paper explains the journeys taken in this movement of scientific knowledge construction and highlights the way of coding units of analysis by means of color marking in texts, validation of the scientific community as the result of the studies and the importance of the DTA in the process of developing researchers who become authors in the construction process of arguments that do not separate subjects from objects in the investigation. Keywords: Teaching Degree in Chemistry; Course Pedagogical Projects; Discursive Textual Analysis.

Given the significant role of PROF-FILO in academic production for the teaching of philosophy as an area of philosophical research, this article aims to reveal some of the methodological elements surrounding the research carried out in this professional master's, listing contributions to the teaching of philosophy. Thus, the problem question is defined as: “What is it that shows up in qualitative research in the PROF-FILO theses?”. We established seven dissertations, produced by the first class of PROF-FILO (2017-2019), as an investigative corpus. The analysis guide, which is metaphorically called “sieve”, is the Discursive Textual Analysis (DTA). Choices led to three methodological presented with significant recurrence: phenomenological research, action research and intervention research. A significant element is the openness to interrogate and understand the world of experiences of subjects involved in Philosophy teaching and learning. Keywords: Qualitative research; Discursive Textual Analysis; Philosophy Teaching.

In the development of research, data analysis can be considered the most exhaustive and the most important stage in the production and dissemination of new knowledge. This work describes how the QDA Miner Lite was used to analyze data from two different works. In both cases, the analysis was constituted by deconstruction of the corpus, unitarization and categorization — methodological stages of the Discursive Textual Analysis. The study is characterized as qualitative and documentary research. The discussions pointed out the contributions of the software, which, combined with the Discursive Textual Analysis methodology, indicated an improvement in the quality of the investigations and positive assistance in the interpretations of the constituted data. The study made it clear that the software does not imply the exclusion of the researcher in the analysis process, but that its use refines the organization of the work, providing a more consistent understanding of what is being investigated. Keywords: Discursive Textual Analysis; Qualitative Research; Analysis Software; QDA Miner Lite.

The first steps in a new activity always bring mixed feelings. Fear, anxiety, expectation. It is not different from academic activities. When students start undergraduate and graduate courses, all disciplines and activities are new to their behavioral repertoire. This paper introduces the author’s view as a teacher in the field of teaching and as a researcher in the qualitative research paradigm, related to how challenging learning an analytical methodology can be. This paper has two main objectives, i. e., it aims at introducing the methodology of practices with the Discursive Textual Analysis (DTA) that the author applies to teach it to her students and at exposing the author’s reflections on the importance of enabling students to have contact with structured analytical methodologies since the beginning of their undergraduate courses. Keywords: Discursive Textual Analysis (DTA); Writing; Learning.