Pablo Freire

By | April 27, 2014

Who writes, it writes of its perspective, it makes and it without perceiving. Thus, as if to think mathematically, as if to make Mathematics, if is not understood its speech, its text? Obviously what it is not understood cannot be express. As in Carrasco says to them: ' ' The difficulty to read and to write Mathematics, where it appears an abundance of symbols, hinders many people to understand the content of what it is written, to say what they know worse of Mathematics and still, to make Matemtica' '. (apud Fonseca and Cardoso, 2005, p.65 it practises) It of reading in lessons of Mathematics it must and it can be thought as practical one of education of the Mathematics, and it can be also task of the professor of Mathematics to guide, to practise and to make possible these readings. As Fonseca and Cardoso (2005): ' ' The reading of texts that have as mathematical object, concepts and procedures, history of the mathematics, or reflections on Mathematics, its problems, its methods, its challenges can, however, much more that to guide the execution of definitive technique, to add elements that not only favor the constitution of meanings of the mathematical contents, but also they collaborate for the production of sensible of the proper Mathematics and its learning for aluno' '. (p.66) she is not necessary to limit, these readings only the mathematical texts. Our literature (Brazilian) is riqussima, all universal literature, the classics. With this, we can glimpse, without a doubt, a work to transdiciplinar, with varied texts, being able to be literary, journalistic, informative, scientific Pablo Freire says in them that the act to read is not depleted in the pure decoding of the written word or the written language: ' ' … but that it is anticipated and if prolongates in the intelligence of the world. The reading of the world precedes the reading of the word, from there that the posterior reading of this cannot do without the continuity of the reading of that one.

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