Investigar as práticas docentes sob o viés da educação matemática crítica

Abstract

This paper presents a study on teaching practices from the viewpoint of Critical Mathematics Education (EMC), which is a pedagogical innovation that is characterizing a trend for research in mathematics education. This paper aims to investigate the existence of EMC concepts in the pedagogical practice of mathematics teachers in public schools in the city of Bagé/RS. It seeks to highlight examples of classroom use, as well as recognizing and reflecting on the pedagogical practices of teachers on the subject. The research was qualitative and exploratory in nature, it was performed with three teachers from the final years of Elementary School in two public schools, this research was divided into two parts. In the first stage, a questionnaire was proposed with the teachers, directing the study to identify whether they had knowledge of the concepts of Critical Mathematics Education or not and how their approaches are performed in the classroom. In the second stage, sixteen forty-five minute classes were observed, taught by the teachers. At this moment, we tried to identify, in the teachers’ practice, whether there were concepts of EMC in the conduct of their classes, as well as, if there was a frank and open dialogue between teachers and students, whether there were collective works and/or themes of students’ interest related to life history or future perspectives, and whether there was cooperation in the classroom. The main achieved results in this work are presented in topics such as inclusion, dialogue between equals, the reality observed in the classroom and in public schools, the problems faced when trying to maintain the planning due to parallel subjects, and the learning difficulties, in this discussion of the observed results, a reflection between what was observed and what was found in the literature is presented.