Educação matemática crítica : princípio metodológico e perspectivas para seu desenvolvimento

Abstract

Critical mathematics education : methodological principle and perspectives for its development This research is linked to the thematic axis Teaching-Learning of Natural Sciences and Mathematics, of the Professional Master's program in Science Teaching PPEC-UEG, and its central problem is to answer the question: How to teach mathematics to students in the final years of elementary school from the perspective of Critical Mathematics Education (CME)? The general objective is to historically analyze the development of CME, exploring its contributions to the teaching and learning of mathematics, as well as its scope in the formation of critical, reflective students who are aware of their role in society. To achieve this goal, specific objectives were also set, such as investigating the historical influences of CME, understanding its theoretical and methodological aspects and proposing reflections on its use as a transformative pedagogical action. To this end, the methodology used was bibliographical and documentary research with a qualitative approach, based on authors such as Marx, Horkheimer and Skovsmose, the latter of whom places mathematics in a socio-historical context. The critical theoretical foundation provided fundamental explanations for understanding social reality. The concepts that make up the general theoretical framework, such as class society, bourgeoisie and proletariat, dualist education and critical mathematics, allowed us to understand social formation and the dynamics needed to transform this reality, and to think about mathematics teaching from a critical perspective. The research revealed that CME transcends the mere application of techniques, using mathematics as a critical language to analyze social and environmental phenomena. As an educational product, we developed a comic book that addresses selective waste collection, integrating the teaching of percentages with critical reflections on consumption and the local reality. The comic is accompanied by investigative activities using real data on waste collection in the city of Anápolis-GO, encouraging students to analyze everyday problems, propose solutions and reflect on the social impacts of their actions. The results indicate that the educational product is an effective tool for engaging students, promoting meaningful learning and the development of critical skills. The students demonstrated a greater understanding of the interconnections between human practices and social issues, reinforcing that contextualized mathematics broadens their perception and ability to intervene in reality. The research concludes that CME is essential for forming critical and active citizens, linking mathematical content to social and environmental issues. The educational product exemplifies this approach, offering theoretical and practical support for integrating criticality into mathematics teaching. This work contributes to broadening the debate on emancipatory pedagogical practices, highlighting the importance of mathematical teaching that meets contemporary demands for citizenship and criticality.