A educação matemática numa perspectiva humanizadora: limites e possibilidades

Abstract

The present study is linked to the research line Research Line: Culture, School and Training of the Postgraduate Program in Education at the State University of Goiás (UEG). The aim is to understand the limits and possibilities of training mathematics educators for the development of mathematics teaching from a humanizing perspective, through the investigation of the concepts and philosophical and epistemological foundations that constitute the meaning of a conception of Humanizing Education; demonstrate the ethical, political and pedagogical principles presented in official and bibliographic documents relating to the training of mathematics educators that reference or deny the humanizing perspective of education; interpret the constituent elements of proposals for the training of mathematics educators, seeking to elucidate the limits and possibilities set out in official documents and in the researched bibliography and, finally, describe the limits and possibilities of establishing a humanizing Mathematics Education. In this dissertation, we understand Humanizing Education as one that is essentially committed to the ontological vocation of human beings in their quest to be more. This approach is focused on human training and development in all its dimensions, based on dialogue, intersubjectivity and critical reflection regarding social practices. On the other hand, it opposes banking education and teaching based on practices that reproduce the model of neoliberal society, characterized by competitiveness, meritocracy, individualism and ableism, using mechanized methods that lack space for criticism. The research is qualitative and bibliographic in nature, aiming to recognize bibliography as a rich and fruitful source for study, based on phenomenological hermeneutics. The selection of works in the areas of Education, Philosophy and Mathematics Education was fundamental to address a comprehensive and complex topic, which goes beyond the issues discussed in this text. It is a continuous search for what has not yet been observed or expressed, and which remains open to new discussions. The research is based on authors such as: Almeida (2013; 2017), Bicudo (1999; 2009), Chauí (1999, 2000, 2001, 2002, 2003, 2014 and 2016) and Reis (2006; 2013; 2021), and authors, among them: Freire (1959, 1967, 1969, 1976, 1978, 1979, 1981, 1983, 1987, 1992, 1997, 2002, 2013 and 2015), Gadotti (1995, 1996), Brandão (1981, 1986 and 2002), Skovsmose (2007, 2008), Coêlho (1999, 2006, 2008, 2009, 2011, 2012, 2016 and 2018) and Viana (2008). The bibliography collection included sources from websites and official documents, such as BNCC (2018), resolutions CNE/CP nº 4/2024 and CNE/CP nº 2/2019 of the National Education Council (CNE) of the Ministry of Education (MEC). Additional information, such as the Pedagogical Project for the Mathematics Degree Course (PPC) at the Federal University of Pará (UFPA) – Bragança Campus. The research reveals that, although the Political-Pedagogical Project of the Mathematics Degree course at Campus Bragança emphasizes humanist and civic education, curricular practice may not reflect this intention in an objective manner. The transversal approach to social themes is positive, but it lacks depth, compromising the critical training of future educators. It is essential that the integration of these themes occurs through effective pedagogical practices and investment in teacher training, ensuring a humanizing, integral and inclusive education. Discussions regarding the topic remain open, with research constantly evolving. The objective is not to offer crystallized answers, but to recognize that the training of Mathematics educators generates new provocations and concerns, revealing questions that have not yet been explored in the search for knowledge.