A cosmopolítica e o self dialógico

Cosmopolitics is growing as an alternative to identity battles, a critical form of cosmopolitanism. This contribution claims that such an alternative will only be feasible with individuals as dialogical selves. Ethnographic interviews with Muslims and Christians of different generations yield insights into their notions of personhood. Different notions of person are then checked against the new predicament of cosmopolitics in urban settings. The traditional notion of ‘full person’ can be distinguished from that of ‘partial persons’, subjacent to the views of the dialogical self. Educational and social benefits of the ‘partial person’ concept are outlined. Qualitative research into the perception of the person as a ‘partial person’ opens the way to an appreciation of the dialogical self approach, especially in the context of an ever more urbanized humanity. Against that background, cosmopolitics is being re-discussed as a possible avenue for a global society.Keywords: cosmopolitics, dialogical self, intercultural learning.A cosmopolítica, como uma forma crítica do cosmopolitismo, está crescendo como uma alternativa às lutas identitárias. Trata-se de uma alternativa que só será viável se os indivíduos se entenderem como selfs dialógicos. As entrevistas etnográficas realizadas com muçulmanos e cristãos, de diferentes gerações, forneceram insights sobre suas noções de personhood. Verificam-se noções inovadoras de pessoa diante da nova situação da cosmopolítica em ambientes urbanos. A noção tradicional de “pessoa plena” pode ser diferenciada da de “pessoas parciais”, subjacente às visões do self dialógico. No texto, é delineada a produtividade para os campos educacional e social do uso do conceito de “pessoa parcial”. A pesquisa qualitativa sobre a percepção da pessoa como “pessoa parcial” abre possibilidades para uma apreciação da abordagem dialógica do self, especialmente no contexto de uma humanidade cada vez mais urbanizada. Em oposição a esse cenário, a cosmopolítica volta a ser discutida como uma possível via para a sociedade global.Palavras-chave: cosmopolítica, self dialógico, aprendizagem intercultural

How anthropology can contribute to mathematics education

This paper starts from two statements based on a literature review. The first one concerns the learning process and states that learning is situated and socioculturally contextualized. Learning happens in the space of the background and the foreground of the learner in his or her particular environment of experience. This statement is based on the Vygotsky and the Cultural psychology approach (Cole, 1996) and on the work of Vithal & Skovsmose (1997). The second statement concerns the deficient theory of the learning process (instead of the deficiently of the learner). Based on the international comparative research on mathematical skills we claim that the drop out of school of many groups of children (OECD, 2010) has to do with the insufficient learning system at school that fail to fit with the daily background knowledge of the children. In the final part of the paper we will present three different ethnomathematical cases based on the educational practices that the authors developed in recent years