Conceptual Cartography Research Articles

Mathematics in the Classroom: Conceptual Cartography of Differential Calculus

This paper presents the results of a documentary investigation with the intention of substantiate how and why, and the level and depth of the topics used by the teacher in the classroom for the development of the mathematical knowledge on the part of higher level engineering students. The analysis of the mathematical object was made through the construction of conceptual cartography, being the core of the derivative concept. To construct the axes, the socio-formative theory of Sergio Tobon was used, together with the semiotic representation register of Raychmond Duval and Tall's mathematical advanced thought in the engineering context. The topic is a part of the Unit of learning: Differential and Integral Calculus. This corresponds to the first semester. The course lasts for a semester and is intended for students aged between 18 and 20 years. The research shows that by constructing a conceptual cartography involving at least 8 axes of analysis that the socioformation orientates, and taking mathematics in the context of careers offered by the educational institution, the teacher is allowed to place the thematic content in the appropriate level and depth, guiding in a possible treatment of knowledge to be brought into the classroom.

Streets for Cyborgs

This article separates the city and the street in order to examine them as concepts which order our experience of both cyberspatial worlds and the “posturban” city. The extraordinary persistence of the flâneur and his successor, the cyberflâneur, despite both having been pronounced “dead” can be attributed to the need to reconcile these concepts in the continued reproduction of urban subjectivities under the terms of global capitalism. However, there is a tension between the understanding of embodiment which the practice of flânerie mandates and new ontological concepts emerging from the way that the biological sciences now write the body. I will argue that new practices of spatial production which subvert the conceptual cartography of contemporary urban space can emerge from an understanding of the street as responsive to a posthuman performance of embodiment.

Wellbeing in the Margins: Notes on a New Conceptual Cartography

Wellbeing in the Margins: Notes on a New Conceptual Cartography

Pesquisa-intervenção, cartografia e estágio supervisionado na formação de professores

O propósito deste trabalho é dar visibitlidade à constituição de uma cartografia conceitual em que seja possível analisar o movimento do estágio supervisionado como uma política de formação de professores, bem como evidenciar as contribuições da pesquisa-intervenção e da cartografia para o campo da formação de professores. Para tanto, comparecem na discussão uma formação conceitual e metodológica por meio da cartografia e da pesquisa-intervenção; as análises dos diários de campo, tanto do professor quanto dos alunos e os signos forjados no decorrer de um semestre letivo. Neste contexto de análise discute-se uma formação inventiva pela constituição de uma estética da existência e o problema político do estágio supervisionado na formação de professores, tomando este problema numa dimensão micropolítica. Conclui-se que estas são ferramentas para o enfrentamento da complexidade da escola, assumindo-a como a constituição de um território movente que luta por ser usina e usuária de um conhecimento vivo.

La constitución de las Culturas Pedagógicas Modernas: Una aproximación conceptual

El artículo parte de la tesis según la cual la constitución de la llamada ";Pedagogía Moderna"; corresponde en realidad a la instauración, durante el siglo XIX, de tres tradiciones intelectuales en cuyo centro es posible identificar problemáticas o conceptos particulares propios de sus ambientes culturales: el francófono, el germánico y el anglosajón. Así, las aproximaciones a la educación para la tradición francófona, a la Building o formación para la tradición germánica y al currículo para la tradición anglosajona, quedan esbozadas aquí a manera de una ‘cartografía conceptual’ de lo que podría llamarse las Culturas Pedagógicas Modernas.

George Englebretsen: Speaking of Persons

This is not a very strong contribution to the Monograph Series. Given the present state of the debate in the philosophy of mind, I think most readers will find this essay anachronistic in its metaphilosophy, incomplete and confused in its presentation of the issues, sloppy in its argumentation, and unimposing in its conclusions. And I think most readers will be right. Ostensibly, it is an essay in descriptive metaphysics, an essay in “conceptual geography”. In the author's words, “… this essay constitutes an attempt to map one particular area of the conceptual countryside… that surrounding the concept person.” The vintage of the metaphors aside, this does remain a worthy undertaking, for certainly the full story on our common-sense conception of persons has yet to be told. Curiously, however, Professor Englebretsen's contributions on this particular score are surprisingly slim, and we find him instead discussing and criticizing at length a variety of substantive theories as to what the things we conceive of as persons really are. This is adventurous behaviour for one whose concerns pretend a limit at the inspection, description, and explication of the current state of common-sense, and one wonders how the author supposes that mere conceptual cartography can serve to settle these apparently substantive issues.