Modelagem matemática no contexto da educação matemática crítica : uma proposta educacional

Abstract

Mathematical Modeling has been a topic of great relevance when it comes to the adoption of differentiated methodologies for teaching mathematical content, especially at the high school level. For this reason, the research question that guides this study is: what contributions and sociocultural acquisitions, in the context of Critical Mathematics Education, can Mathematical Modeling offer to the teaching and learning of the mathematical content contemplated in the school curriculum prepared for the of High School in a Public School? In search of answers to the above question, it was necessary to carry out research that deals with the inclusion of this Teaching Method, as a way of proposing a new way of thinking about educational practice to meet the demand of the New High School to from its implementation mediated by the current BNCC. Therefore, the objective of this study is to research and understand how a methodology centered on the teaching of mathematical content is able to make a difference and contribute to the construction of efficient and effective learning. To this end, specifically, three important topics are addressed: (i) an introduction to Mathematical Modeling and also to Critical Mathematics Education; (ii) Mathematical Modeling and Teacher Training; and (iii) Mathematical Modeling in the context of its application in teaching and learning in the context of the BNCC for the New High School. Regarding the development of this study, it had the adoption of two research methods: (i) the bibliographic research of a descriptive qualitative nature, aiming at the construction of the theoretical framework, and (ii) the participatory research, aiming to collect information that contributed to the elaboration of the Educational Product (E-book), which is presented in a summarized way in Appendix E of this Dissertation. Both the Dissertation and the Educational Product are based on studies carried out by Barbosa (2004; 2011), Bassanezi (2015), D’Ambrosio (1996; 2012), Góes and Góes (2016) and Skovsmose (2001; 2014). These scholars, who defend the importance of working the mathematical content in a different way. That is, making use of strategies that allow the student public to develop not only competences, but also mathematical skills provided for in the BNCC and DC-GOEM for the New High School. In this same line of reasoning, the Vygotskyan theory is also present in this study, since it understands that in the school space, activities developed in a collaborative way enrich student learning. Finally, it is worth noting that this study made it possible to understand that Mathematical Modeling in the context of Critical Mathematics Education, favors the development of skills and abilities centered on mathematical thinking, as well as stimulates the student not only to know, but also to question the context of the problem-situation to be solved in their daily lives.