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

In this paper, we present a proposal of didactic activity (DA) structured from the use of computer simulation, which is a resource didactic with potential widely recognized in Physics Teaching. The main objective of the activity developed is to approach, in the same time, the conceptual and procedural contents related to the oscillatory phenomena. One of the expected results with the future implementation of DA is that process of teaching and learning the concepts and phenomena involved be facilitated and that students can link oscillatory phenomena with other situations of their everyday.

After detecting students going through serious difficulties when dealing with the topic “parabolic movement”, we thought about this option, as an innovative alternative to improve the students learning processes. The di-dactic experience we are presenting is based on the principles of active learning of physics, and also, on the great possibilities provided by the new technologies, to offer an educational experience, completely different from the one with the traditional format. We found out that the B–learning modality, which combines classroom teaching–learning processes with online teaching–learning ones, is the most suitable one for the best implementation of different activities that go beyond the class boundaries and give the students an enriching educational experience that also extends out of the school environment.

The paper describes a research action teaching exercise that included renewable energies uses as an environ-mental issues in physics teaching. Another goal was to overcome traditional teaching placing the students in a active role. A sequence of activities was proposed to design, construct and improve solar water heaters in se-condary schools of Payogasta, Campo Quijano and La Silleta (Province of Salta). Solar heater is a "generative topic" in the sense proposed by M. Stone Wiske in her teaching for understanding theory. It must be authentic, accessible, very interesting for students and fascinating for teachers. The action research exercise generated a positive environment for teaching and learning and planned new proposals that are being explored.

This article aims to present an ongoing research that establishes interfaces with the Creative Insubordination concept. The research on aesthetic experiences promoted with Digital Technologies (DT) of Augmented Reality (AR), as transformers/potentiators of Cybereducation with mathematics teachers, aims to understand the construction of mathematical activities-with-DT of AR and the use of those in classroom, in order to promote technological creativity and the subversion of the curriculum. The AR is  considered the insertion of virtual objects in the physical environment, with the use of some technological device. Cybereducation, in turn, is a conception that encompasses the education seen under the specific (mathematical), pedagogical and technological dimensions that assume the use of DT, from the perspective of being-with, think-with and know-how-to-do-with-DT. The aesthetic experiences (based on "beauty", fascinating in terms of image, movement ...), that were evocatively expressed, perhaps will establish a web of relations between “presence” and “experience” in the “skin” and in “mathematical context” which was created, imagined and experienced with AR by teachers (participants in data production) and by their students. This leads us to think of a break in terms of "following the recipe" when it comes to use of DT in class.

The purpose of this article is to discuss attitudes of creative insubordination of two Mathematics teachers who participated in university extension courses, offered by a thematic project. This project has the collaboration of students of scientific initiation, master's and doctorate, university professors and Basic Education. It has been developed in six regions within the State of São Paulo. In this article, the context covered refers to  two of them, one in the northwest region of the state and the other in the Vale do Paraíba region, whose developed courses are scenarios of two doctoral researches linked to this project, which follow a qualitative methodological approach. The methodological procedures were based on the application of experimental activities with dynamic  software, video recordings, application of questionnaires and field diaries. Based on the analysis of the data presented here, it is concluded that the motivation of teachers to use digital technologies, together with the support of school management and researchers, can foster the emergence of classes that allow students to play the central role in their learning process. For this, it was necessary that teachers, managers and researchers disregard some guidelines or procedures, which presented obstacles to the development of these classes.

The present text aims at provoking a reflection on the theme of evaluation and difference, negotiating meanings with the practices of creative insubordination that emerge in the school spaces and re - signify educational, curricular and evaluative conceptions. Our perspective breaks with normative discourses that seek to establish criteria where all are evaluated in the same way, disregarding the individualities of each subject. The evaluation-teaching-learning process is challenging and permeates conceptions about education, values, public policies and by the very act of evaluating. An evaluative conception that is based on a standard subject, or on a single student profile, excludes differences and disregards curricular and evaluative flexibility. We defend evaluative processes with a more formative and procedural character, that broaden the look regarding learning, helping the educator to draw up new strategies and practices according to each educational context. We believe that even though there are attempts at control and standardization both in evaluation and in curriculum, as in relation to teachers and students, there will always be attempts to escape the normalization. In this way we emphasize the concept of creative insubordination as a strategy and possibility of new educational readings for the differences that integrate the school environment.

This paper aims to report the experience of a teaching project developed by a group of 6th grade’s teachers at the Center for Education and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG). Specifically, intends to discuss the teaching methodology developed, namely Problem Solving and Mathematical Investigations, based on Polya (1978; 2006), Ponte (1998, 2003), Butts (1997) and Buriasco (1995), which the teachers based themselves to make adaptations for the classroom. The teaching project discusses and proposes ways of structuring the dynamics of the mathematics class and the development of activities and their statements, according to the methodological proposal. Finally, it presents two narratives, taking them as reference to reflect on the experience of the project and to evaluate the challenges of the teacher, especially pedagogical mediation in contexts of discovery and invention, as proposed.

Creative insubordination in Mathematics Education is a recent field of studies, which has been promisingly consolidated. In Brazil, in the city of São Paulo, in 2017, took place the 1st International Conference on Creative Insubordination in Mathematics Education (ICOCIME). In this conference, addition to workshops, lectures and communications, five discussion groups (DGs) had been focused on studying topics and aspects from Creative Insubordination. Both authors of this paper were mediators in this process and joined efforts to analyze and understand the content of the discussions in the groups that dealt with Creative Insubordination in curriculum and Creative Insubordination in evaluations. Inquiries that emerged from the groups are reported and analysis was made with a philosophical perspective. Authors did not intended to stipulate theoretical frameworks, concepts, delimitations or generalizations. In addition to speeches that occurred during the discussions, it is presented in this paper, contexts, comprehensions and interpretations. Also, cognitive conflicts that potentially can support new investigations are reported. The result seeks to establish paradigms at the heart of the attempt to understand creative insubordination as an object of scientific study.

An important dilemma in mathematics education is its overwhelming bias against a local orientation in its research paradigm. Thus, a search for innovative methodologies such as ethnomathematics is useful for recording historical forms of mathematical ideas, procedures, and practices developed in diverse cultural contexts. It is important to highlight that an ethnomathematics program is not an attempt to replace academic mathematics. At the same time, it is necessary to acknowledge the existence of, and important contributions of local mathematical knowledge for inclusion in the mathematics curriculum. In this context, the insubordination triggered by much work in ethnomathematics is creative and often evokes a disturbance that causes a review of rules and regulations in many mathematics curriculum contexts. This process enables educators to use positive  deviance to develop actions in order to deal with such norms. Thus, positive deviance involves an intentional act of breaking the rules in order to serve the greater good. This process increases the potential for continual growth in the debate about the nature of mathematics as it relates to culture since it proposes a dialogue between local and global approaches to the construction of mathematical knowledge.

Current paper forwards some perceptions and considerations on an interview taken as a first phase in a Master´s Degree research on the manner children organize the space of the fundamental school and how 4 – 5-year-old children give meaning to Mathematics within this space through the building of narratives. Oral History was first endeavored to build historical sources from situations given in the interview. The movement then proceeded to build and analyze narratives and their contribution for the selection of the research´s theme and on the research itself. The interview with 4-year-old Francisco triggered reflections on the theoretical and methodological aspects which will be dealt with. The interview with the child shows our involvement as researchers and gives us clues on insubordination and/or the investigation stance.