A inserção da educação matemática crítica na escola pública: aberturas, tensões e potencialidades

• Autor(a) principal: Miranda, Fabíola de Oliveira [UNESP]
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/132819; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/18-12-2015/000855272.pdf
• topic: Mathematics - Study and teaching; Matemática - Estudo e ensino; Escolas públicas; Ensino médio; Ensino fundamental; São João del Rei (MG)

This research seeks to understand the insertion of Critical Mathematics Education in the public school environment, through projects with high school and elementary students, analyzing the positive outcomes, tensions and possibilities that arise in the use of this approach. The methodology used is qualitative, with which we can describe, interpret, explain and understand the studied facts supported by action research, where the researcher and the participants seek solution to a problem in cooperative mode, to what we call action. Critical mathematics education serves as our theoretical framework. To assist the creation of the projects in the schools, we used the mathematical modeling. To collect the data, the work was carried out in two public schools in São João del-Rei, Minas Gerais at two different times, where the researcher was an active participant observer and then a research professor. Data collection was done through notes in a diary, observation, photos, students' writings (pedagogy of writing) and interviews with the participants. The guiding research question is: How can Critical Mathematics Education be included in school curricula, with attention paid to possible positive outcomes, tensions, and possibilities?, and objectives focused on teaching practice in public school and realizing the developments in social and political terms. After analyzing these topics, no definitive answers have been found for the use of Critical Mathematics Education in the public school environment of Minas Gerais, taking into account the preparation of the actors involved in changing and updating teaching methods and in research in the education of citizens prepared for a society in transformation. Among the difficulties encountered, we can find the process of working significantly the traditional content which remains basic in the development of mathematics