Projeto como potencializador da consciência crítica de estudantes de uma escola do campo

Abstract

This research aims to investigate how a project, characterized by an open teaching-learning situation, strengthened the critical awareness of high school students of a rural settlement school, considering values and principles of Freire's Education, the Countryside Education and Critical Mathematics Education. The project was carried out at the 15 de Junho State High School, located in a rural settlement area, in the municipality of Hulha Negra, state of Rio Grande do Sul. The research was conducted by a qualitative approach, through an action research, carried out with twelve high school students. The data submitted to the analysis were produced through participant observation using the researcher's notebook, interviews with the students, records sheets and audio and video recording, and submitted to a Content Analysis. Through this study we recognize the magnification of the students' critical, political and social performance, as they show awareness about the problems that affect them and a willingness to seek solutions, claiming rights and carrying out actions with the purpose of change the reality in which they are inserted. We understand that this attitude of students reflects the historical process of community struggle so that basic rights can be acquired. The articulation of mathematics to problems of reality, allowed by the project, contributed to the students assigning meaning to mathematical knowledge and recognizing the presence of mathematics in daily situations. We infer the democratic character of the project, giving voice and decision power to the students, allowing us to recognize in these subjects characteristics of collective, transformation, deliberation and coflection. However, Democratic Mathematics Education is not reality yet, but it is an ideal that we can reach.