Uma reflexão sobre background e foreground de alunos do 3º ano do ensino médio de escola estadual, em Santa Cruz, zona oeste de Rio de Janeiro, para a produção de duas aulas

Abstract

The purpose of this dissertation is to analyze possibilities of questions about the social, economic, political and technological circumstances in which mathematics studentes and teachers are inserted. And, for this, we will approach the concept of two relevant sides of Mathematical Education. The first is Ethnomathematics, which addresses the influence of culture on the process of teaching and learning mathematics. The second is related to the concepts of Critical Mathematical Education, which seeks to see students' background and foreground as assets for the development of their personal perspectives and their inclusion in society as subjects and protagonists of their realities. Both propose the democratization of mathematics teaching and the reduction of the hierarchy of mathematical knowledge, which also fosters discrepancy between social classes. And, to put it in these circumstances, we take a brief walk through time-space in Santa Cruz, a large, populous neighborhood located in the west of Rio de Janeiro. And lastly, it follows the presentation of two non-traditional classes, given in 2017 to a 3rd year high school class at Santa Cruz, a public school. We conclude that mathematics provides conceptual instruments that favor a critical review of reality by actors in classroom.