O processo de ensino-aprendizagem de matemática em questão: perspectivas crí­ticas

• Autor(a) principal: Wagner, Guilherme
• Data de Publicação: 2024
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Vitruvian Cogitationes
• Texto Completo: https://periodicos.uem.br/vitruvian/index.php/revisvitruscogitationes/article/view/70632
• topic: Educação Matemática Crí­tica; Pedagogia Histórico-Crí­tica; Ensino; Aprendizagem; Educación en Matemática Crí­tica; . Pedagogí­a Histórico-Crí­tica; Enseí±anza; Aprendizaje; Critical Mathematics Education; Historical-critical Pedagogy; Teaching; Learning

In this research, we analyze the convergences and divergences between two critical currents in Mathematics Education: Critical Mathematics Education (CME) and Historical-Critical Pedagogy (PHC), focusing on teaching-learning processes. Using the methodology of Marx's exemplary references, we adopted Ole Skovsmose as a reference for EMC and Dermeval Saviani and Newton Duarte for PHC. The study, of a bibliographic nature, seeks to understand the conceptions of the theories in a positive way and establish a critical dialogue between them, aiming at providing guidance for future research and pedagogical practices. We explore the influence of historical-cultural psychology, the similarities between activity theory and the familiarity thesis, with an emphasis on didactic considerations for teaching mathematics. We conclude by discussing the possible reasons for the differences between these approaches, with the main result being that their didactic-pedagogical differentiations emerge from the differences in the theories' conception of the world.