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Learning mathematics in a borderland position: students’ foregrounds and intentionality in a Brazilian favela. (English)
J. Urban Math. Educ. 1, No. 1, 35-59 (2008).
Summary: The authors introduce a theoretical framework for discussing the relation between favela students’ life conditions in relation to their educational experiences and opportunities. A group of five students from a favela in a large city in the interior of the state of Sao Paulo in Brazil was interviewed. The students were invited to look into their future and explore whether or not there could be learning motives relating mathematics in school and possible out-of-school practices, either in terms of possible future jobs or further studies. Four themes were identified: discrimination, escape, obscurity of mathematics, and uncertainty with respect to the future. Students in a favela could experience what the authors call a borderland position, a relational space where individuals meet their social environment and come to terms with the multiple choices that cultural and economic diversity make available to them.
Classification: C60
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