Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS

• Autor(a) principal: Lopes, Valdinéia Prates Ribeiro
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/4151
• topic: Educação matemática crítica; Educação CTS; Anos iniciais e gráficos; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO

Mathematics has always played an important role in society, and this has been increasingly observed in school curricula. Thus, it is necessary to realize the importance of teaching Critical Mathematics from the Early Years of Elementary School, in order to allow students to use mathematical knowledge in their daily activities, that is, teaching needs to be contextualized and stimulate the development of critical thinking. In this research we seek to answer the following question: Do graph and table activities in EMAI contribute to the development of students' critical thinking, as proposed by Critical Mathematics Education and CTS Education? This investigation is justified from recent large-scale assessments, specifically the SARESP, in the 2019 edition, where the average score of the São Paulo State Network in the test of the 3rd Year of High School was equal to 212.9, being classified at the Adequate level; however, we can verify that in this edition, regarding the analysis of questions that involved the reading of tables and identification of data presented in them, the score was below 50%, indicating the need to strengthen this skill. The objective of this study was to verify how the graphs and tables activities proposed in the EMAI can promote the construction of critical thinking in students. The study was based on a qualitative, documental approach. We analyzed the activities of Charts and Tables proposed in the Mathematics Education in the Early Years of Elementary School (EMAI), specifically the booklets that comprise the Literacy Cycle (1st, 2nd, and 3rd years), used by the State Network of the City of São Paulo. The results show that in volumes 1 and 2 (1st to 3rd year of the Early Elementary School) there is evidence that the presented activities related to Graphs and Tables are contextualized and contemplate the approach of Critical Mathematics and STEM Education in all proposals. However, for these activities to favor the construction of critical thinking in students, it is necessary that the teacher follow the guidelines proposed in the teacher's notebook, since it is through these guidelines that the categories listed in the research were evidenced. Therefore, we need to reflect on why the Statistics Axis of the last external assessment (SARESP) of the Early Years, which dealt with graphs and tables, had the lowest performance, since the material used in the schools of the São Paulo State Network is in line with the BNCC and contemplates the approaches proposed by Critical Mathematics Education and CTS Education. It is believed that some aspects of this research may in the future help to build answers related to the theme and lead the teacher to appropriate knowledge that may contribute to the teaching of a Critical Mathematics in the Early Years and consider the principles of a CTS Education.