Maria Aparecida Viggiani Bicudo

This article focuses on the cybernetic reality, asking about its ontological and epistemological aspects and about its possible educational horizons. We develop the ontological arguments about the cybernetic reality drawing from authors that deal with Virtual Reality (VR) such as Levy and Castells. They take VR as a concept and show us which of the concept’s characteristics are in opposition to those characteristics that do not belong to VR. These procedures present difficulties that are confronted when one tries to express the concept of cybernetic world reality. They concern space and time, and what is deemed real, virtual, probable, potential and actual. These difficulties are confronted, attempting to clarify the philosophical meanings of reality by drawing on presenting studies by Granger and Deleuze, and assuming the phenomenological conceptions of knowledge and world. The authors assume that cyberspace is a world reality, which reveals its own characteristics as being dynamic, fast, speeded, de-territorialized.!e cyberspace reality is supported by a strong scientific and technological apparatus and updates its potentialities through the possible intervention triggered by the actions of people living-in-the-world-with-others-and-with-the-media. The modalities of these interventions are actualized with the exchange among subjects during knowledge production and social communication. The apparatus of the cybernetic world makes possible the collaborative knowledge construction and distance education (e-learning). The authors present and discuss the educational horizons as well as the open region of possibilities that are posed at the world, which can be realized and can be worked in a cybernetic context.

This paper attempts to present an introduction to Phenomenology and Mathematics. Phenomenology was created and developed by Edmund Husserl. He left an amazing production concerning one of the questions that haunted him throughout his life: “what is the nature of the objectivity of Mathematics”. The following items are here dealt with: the meaning ground of Husserl’s phenomenological conceptions; the meaning of mathematical idealities; and formalization and categorization as constitutive aspects of the Science of Mathematics.

In this article it is assumed that the role of the Philosophy of Mathematics Education is to analyze and ponder about reality, or a vision of the world, a conception of knowledge and of the human being, shedding light on the meanings and senses that emerge in the works by Mathematics Education authors. In order to comply with the clarity required in every Philosophical text, more specifically the Philosophy of Mathematics Education, virtual and real ontological aspects are specifically addressed aiming to expose comprehensions about cyberspace, understood as an important aspect of our world reality. In the present essay, the following aspects are covered: The ontological aspects of cyberspace; the epistemological aspects in cyberspace and the anthropological aspects. They are seen as intertwined. They are to be considered an entanglement that unveils the complexity of the everyday reality in which we live in, and in which cyberspace becomes. It is in this entanglement that Mathematics Education actualizes itself and that the Philosophy of Mathematics Education endeavours to analyze, to critique, and to reflect on.

This paper presents an interview carried out with Maria Aparecida Viggiani Bicudo. Its main topic is the Philosophy of Mathematics Education. Other issues are linked to this central theme, such the interviewed’s experience in university management, the movement from her initial formation in Education till her studies in Philosophy, the creation of a recognized and well regarded PostGraduate Programm in Mathematics Education in Brazil, and the perspective of being woman and mother working in the academic world.

No âmbito da pesquisa em educação aparecem e convivem diversas abordagens de pesquisa que orientam as investigações. Dentre elas há a pesquisa qualitativa segundo uma abordagem fenomenológica. Essa afirmação pode ser estendida à pesquisa em Educação Matemática. Assim, no intuito de contribuir para a reflexão sobre pesquisa nesses âmbitos, buscamos, com este texto, explicitar uma compreensão sobre o modo de se constituir a questão de pesquisa em uma atitude de investigação fenomenológica, contextualizada na região de inquérito da Educação Matemática. O processo exposto esclarece o movimento articulador que exige rigor e clareza por parte do pesquisador. Enfim, deixamos, com este texto, pistas do movimento que o pesquisador efetua ao buscar esclarecer a pergunta/questão estabelecida, tornando-a mais clara e lançando luzes sobre a investigação em sua totalidade. Expõe, ainda, uma compreensão dos aspectos epistemológicos e ontológicos acerca desse assunto.

Neste artigo, foca-se o específico na obra de Euclides e mostra-se como essa característica imprime um método de trabalho que se torna invariante na lógica da ciência do mundo ocidental mediante a intermediação de Galileu. Para tanto, são apresentadas: as características do pensar pré-categorial e a mudança de visão das figuras empíricas quase exatas para as figuras-limite idealizadas; a matematização da natureza; a perda de sentido do mundo implícita à lógica do formular; a aritmitização da Geometria e a respectiva perda de sentido.