Abstract:
As a result of the effort to produce and articulate several narratives, the research in mathematics education which mobilizes oral history has encouraged dialogue with and among several theoretical and philosophical perspectives and developed investigations characterized by conceptual and procedural plurality. In this text, starting from examples of research in mathematics education, we attempt to debate two scenarios which demonstrate different ways of fostering interdisciplinary dialogue in the investigation process: in the first scenario, the object/process under investigation guides the choice of the theoretical/philosophical perspectives mobilized by the researcher. The conceptual and procedural constructions are a consequence of the issues which arise from the narratives created/gathered for the research. In the second scenario, the mobilization of different theoretical/philosophical perspectives enables multiple glances at the object/process under investigation and develops understandings which lead to a multiplicity of aspects which characterize the object/process in its complexity. These scenarios show how oral history methodology in mathematics education research, when open to several theoretical/philosophical perspectives, enables links with different forms of research, thus emphasizing a practice in which dynamism and heterogeneity become the core of the investigation.
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Notes
- 1.
Vocational schools are very traditional institutions in Brazil. Their purpose is professional and technical training. There are special technical schools for several fields (i.e., agriculture, technology, industry, pharmaceutics, economics, navigation, etc.). Agricultural vocational schools rank among the oldest types. They were established in Brazil at the end of the nineteenth century.
- 2.
In other words, vocational schools are geared to specific disciplines, but they are part of the regular school system. Students may choose to follow either a regular secondary course (similar to American high schools) or the vocational secondary course.
- 3.
The modalities and procedures typical of oral history methodology are the theme of another chapter in this book.
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de Morais, M.B., Fernandes, F.S. (2019). Oral History and Mathematics Education: The Dialogue with/among Different Theoretical and Philosophical Perspectives. In: Garnica, A. (eds) Oral History and Mathematics Education . History of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-16311-2_3
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