The teaching Mathematics in the context of Rural Education: limits and possibilities
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15983 |
Resumo: | ABSTRACT. This article aims to analyze the necessary pedagogical and contextualized relationship between the teaching of mathematics and the reality of the countryside and corresponds to a synthesis of the literature review carried out for a Master's study in Education, in the Research Line Education in Science and Mathematics Education. The research proposes a comparative analysis between the pedagogical practices of mathematics, revealed by teachers in the early years of Elementary School, from a countryside school in Diamantino/MT, and the texts that regulate this reality, such as curricular guidelines and other pedagogical support materials. The theoretical framework comprises a literature on Mathematics Education, Rural Education and Field Mathematics Education. This article is organized in three axes: 1. A brief contextualization between rural education, and mathematics education; 2. A reading of the Legal Framework for Rural Education and the Curriculum and 3. The reflective teacher and pedagogical practice in the field. The importance of contextualized pedagogical practice for meaningful teaching is highlighted, and it is fundamental to rethink the role of the teacher in the countryside schools, demystifying the teaching of mathematics and valuing peasant knowledge, in the search for the formation of conscious citizens capable of transforming their reality. |
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The teaching Mathematics in the context of Rural Education: limits and possibilities The teaching Mathematics in the context of Rural Education: limits and possibilities La enseñanza de la Matemática en el contexto de la Educación del Campo: límites y posibilidades The teaching Mathematics in the context of Rural Education: limits and possibilities O Ensino da Matemática no contexto da Educação do Campo: limites e possibilidadesABSTRACT. This article aims to analyze the necessary pedagogical and contextualized relationship between the teaching of mathematics and the reality of the countryside and corresponds to a synthesis of the literature review carried out for a Master's study in Education, in the Research Line Education in Science and Mathematics Education. The research proposes a comparative analysis between the pedagogical practices of mathematics, revealed by teachers in the early years of Elementary School, from a countryside school in Diamantino/MT, and the texts that regulate this reality, such as curricular guidelines and other pedagogical support materials. The theoretical framework comprises a literature on Mathematics Education, Rural Education and Field Mathematics Education. This article is organized in three axes: 1. A brief contextualization between rural education, and mathematics education; 2. A reading of the Legal Framework for Rural Education and the Curriculum and 3. The reflective teacher and pedagogical practice in the field. The importance of contextualized pedagogical practice for meaningful teaching is highlighted, and it is fundamental to rethink the role of the teacher in the countryside schools, demystifying the teaching of mathematics and valuing peasant knowledge, in the search for the formation of conscious citizens capable of transforming their reality.This article aims to analyze the necessary pedagogical and contextualized relationship between the teaching of mathematics and the reality of the countryside and corresponds to a synthesis of the literature review carried out for a Master's study in Education, in the Research Line Education in Science and Mathematics Education. The research proposes a comparative analysis between the pedagogical practices of mathematics, revealed by teachers in the early years of Elementary School, from a countryside school in Diamantino/MT, and the texts that regulate this reality, such as curricular guidelines and other pedagogical support materials. The theoretical framework comprises a literature on Mathematics Education, Rural Education and Field Mathematics Education. This article is organized in three axes: 1. A brief contextualization between rural education, and mathematics education; 2. A reading of the Legal Framework for Rural Education and the Curriculum and 3. The reflective teacher and pedagogical practice in the field. The importance of contextualized pedagogical practice for meaningful teaching is highlighted, and it is fundamental to rethink the role of the teacher in the countryside schools, demystifying the teaching of mathematics and valuing peasant knowledge, in the search for the formation of conscious citizens capable of transforming their reality.El presente artículo aborda la necesaria y contextualizada relación pedagógica entre la enseñanza de la matemática y la realidad del campo. Corresponde a una síntesis de la revisión bibliográfica realizada para un estudio de Maestría en Educación, en la Línea Educación en Ciencias y Educación Matemática. La investigación propone un análisis comparativo entre las prácticas pedagógicas de la matemática, indicadas por docentes de los años iniciales de la Enseñanza Fundamental, de una escuela del campo de Diamantino/MT, y los textos que regulan esa realidad, tales como orientaciones curriculares y otros materiales de apoyo pedagógico. El marco teórico corresponde a la literatura sobre los temas Educación Matemática, Educación del Campo y Educación Matemática del Campo. Este artículo está organizado en tres ejes: 1. Una breve contextualización entre la educación del campo y la educación matemática; 2. El Marco Legal de la Educación del Campo y el Currículo y 3. El docente reflexivo y la práctica pedagógica en el campo. Se destaca la importancia de la práctica pedagógica contextualizada para la enseñanza significativa, de manera que es fundamental repensar el papel del docente en las Escuelas del Campo, desmitificando la enseñanza de la matemática y valorizando los saberes del campo, en la búsqueda de la formación de ciudadanos conscientes capaces de transformar su realidad.ABSTRACT. This article aims to analyze the necessary pedagogical and contextualized relationship between the teaching of mathematics and the reality of the countryside and corresponds to a synthesis of the literature review carried out for a Master's study in Education, in the Research Line Education in Science and Mathematics Education. The research proposes a comparative analysis between the pedagogical practices of mathematics, revealed by teachers in the early years of Elementary School, from a countryside school in Diamantino/MT, and the texts that regulate this reality, such as curricular guidelines and other pedagogical support materials. The theoretical framework comprises a literature on Mathematics Education, Rural Education and Field Mathematics Education. This article is organized in three axes: 1. A brief contextualization between rural education, and mathematics education; 2. A reading of the Legal Framework for Rural Education and the Curriculum and 3. The reflective teacher and pedagogical practice in the field. The importance of contextualized pedagogical practice for meaningful teaching is highlighted, and it is fundamental to rethink the role of the teacher in the countryside schools, demystifying the teaching of mathematics and valuing peasant knowledge, in the search for the formation of conscious citizens capable of transforming their reality.O presente artigo aborda a necessária e contextualizada relação pedagógica entre o ensino da matemática e a realidade do campo. Corresponde a uma síntese da revisão de literatura realizada para um estudo de Mestrado em Educação, na Linha Educação em Ciências e Educação Matemática. A pesquisa propõe uma análise comparativa entre as práticas pedagógicas de matemática, reveladas por professores dos anos iniciais do Ensino Fundamental, de uma escola do campo em Diamantino/MT, e os textos que normatizam essa realidade, como orientações curriculares e outros materiais de apoio pedagógico. O referencial teórico compreende uma literatura sobre os temas Educação Matemática, Educação do Campo e Educação Matemática do Campo. Este artigo está organizado em três eixos: 1. Uma breve contextualização entre educação do campo e educação matemática; 2. Uma leitura do Marco Legal da Educação do Campo e do Currículo e 3. O professor reflexivo e a prática pedagógica no Campo. Destaca-se a importância da prática pedagógica contextualizada para um ensino significativo, sendo fundamental repensar a atuação do professor das Escolas do Campo, desmistificando o ensino da matemática e valorizando os saberes camponeses, na busca por uma formação de cidadãos conscientes e capazes de transformar sua realidade. Palavras-chave: educação matemática, educação do campo, práticas pedagógicas, currículo. The teaching Mathematics in the context of Rural Education: limits and possibilities ABSTRACT. This article aims to analyze the necessary pedagogical and contextualized relationship between the teaching of mathematics and the reality of the countryside and corresponds to a synthesis of the literature review carried out for a Master's study in Education, in the Research Line Education in Science and Mathematics Education. The research proposes a comparative analysis between the pedagogical practices of mathematics, revealed by teachers in the early years of Elementary School, from a countryside school in Diamantino/MT, and the texts that regulate this reality, such as curricular guidelines and other pedagogical support materials. The theoretical framework comprises a literature on Mathematics Education, Rural Education and Field Mathematics Education. This article is organized in three axes: 1. A brief contextualization between rural education, and mathematics education; 2. A reading of the Legal Framework for Rural Education and the Curriculum and 3. The reflective teacher and pedagogical practice in the field. The importance of contextualized pedagogical practice for meaningful teaching is highlighted, and it is fundamental to rethink the role of the teacher in the countryside schools, demystifying the teaching of mathematics and valuing peasant knowledge, in the search for the formation of conscious citizens capable of transforming their reality. Keywords: mathematics education, rural education, pedagogical practices, curriculum. La enseñanza de la Matemática en el contexto de la Educación del Campo: límites y posibilidades RESUMEN. El presente artículo aborda la necesaria y contextualizada relación pedagógica entre la enseñanza de la matemática y la realidad del campo. Corresponde a una síntesis de la revisión bibliográfica realizada para un estudio de Maestría en Educación, en la Línea Educación en Ciencias y Educación Matemática. La investigación propone un análisis comparativo entre las prácticas pedagógicas de la matemática, indicadas por docentes de los años iniciales de la Enseñanza Fundamental, de una escuela del campo de Diamantino/MT, y los textos que regulan esa realidad, tales como orientaciones curriculares y otros materiales de apoyo pedagógico. El marco teórico corresponde a la literatura sobre los temas Educación Matemática, Educación del Campo y Educación Matemática del Campo. Este artículo está organizado en tres ejes: 1. Una breve contextualización entre la educación del campo y la educación matemática; 2. Una lectura del Marco Legal de la Educación Rural y del Currículo y 3. El docente reflexivo y la práctica pedagógica en el campo. Se destaca la importancia de la práctica pedagógica contextualizada para la enseñanza significativa, de manera que es fundamental repensar el papel del docente en las Escuelas del Campo, desmitificando la enseñanza de la matemática y valorizando los saberes del campo, en la búsqueda de la formación de ciudadanos conscientes capaces de transformar su realidad. Palabras clave: educación matemática, educación del campo, prácticas pedagógicas, currículo.Universidade Federal do Tocantins2023-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1598310.20873/uft.rbec.e15983Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15983Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15983Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15983Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15983Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e159832525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15983/21849https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15983/21850Copyright (c) 2023 Gasiele Leal Martins, Sueli Fanizzihttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMartins, Gasiele LealFanizzi, Sueli2024-03-25T18:07:55Zoai:ojs.revista.uft.edu.br:article/15983Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2024-03-25T18:07:55Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
The teaching Mathematics in the context of Rural Education: limits and possibilities The teaching Mathematics in the context of Rural Education: limits and possibilities La enseñanza de la Matemática en el contexto de la Educación del Campo: límites y posibilidades The teaching Mathematics in the context of Rural Education: limits and possibilities O Ensino da Matemática no contexto da Educação do Campo: limites e possibilidades |
title |
The teaching Mathematics in the context of Rural Education: limits and possibilities |
spellingShingle |
The teaching Mathematics in the context of Rural Education: limits and possibilities Martins, Gasiele Leal |
title_short |
The teaching Mathematics in the context of Rural Education: limits and possibilities |
title_full |
The teaching Mathematics in the context of Rural Education: limits and possibilities |
title_fullStr |
The teaching Mathematics in the context of Rural Education: limits and possibilities |
title_full_unstemmed |
The teaching Mathematics in the context of Rural Education: limits and possibilities |
title_sort |
The teaching Mathematics in the context of Rural Education: limits and possibilities |
author |
Martins, Gasiele Leal |
author_facet |
Martins, Gasiele Leal Fanizzi, Sueli |
author_role |
author |
author2 |
Fanizzi, Sueli |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Martins, Gasiele Leal Fanizzi, Sueli |
description |
ABSTRACT. This article aims to analyze the necessary pedagogical and contextualized relationship between the teaching of mathematics and the reality of the countryside and corresponds to a synthesis of the literature review carried out for a Master's study in Education, in the Research Line Education in Science and Mathematics Education. The research proposes a comparative analysis between the pedagogical practices of mathematics, revealed by teachers in the early years of Elementary School, from a countryside school in Diamantino/MT, and the texts that regulate this reality, such as curricular guidelines and other pedagogical support materials. The theoretical framework comprises a literature on Mathematics Education, Rural Education and Field Mathematics Education. This article is organized in three axes: 1. A brief contextualization between rural education, and mathematics education; 2. A reading of the Legal Framework for Rural Education and the Curriculum and 3. The reflective teacher and pedagogical practice in the field. The importance of contextualized pedagogical practice for meaningful teaching is highlighted, and it is fundamental to rethink the role of the teacher in the countryside schools, demystifying the teaching of mathematics and valuing peasant knowledge, in the search for the formation of conscious citizens capable of transforming their reality. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado pelos pares" |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15983 10.20873/uft.rbec.e15983 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15983 |
identifier_str_mv |
10.20873/uft.rbec.e15983 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15983/21849 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15983/21850 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Gasiele Leal Martins, Sueli Fanizzi http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Gasiele Leal Martins, Sueli Fanizzi http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15983 Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15983 Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15983 Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15983 Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e15983 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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UFT |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
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gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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