Uma análise do ensino da Matemática no 5.º ano de escolaridade: da Prática Social Inicial à Prática Social Final na perspectiva da Pedagogia Histórico-Crítica

Abstract

This dissertation proposes an analysis of Mathematics teaching in the 5th grade and the role of the multidisciplinary teacher from the perspective of Historical-Critical Pedagogy, developed by Brazilian philosopher and educator Dermeval Saviani, which aims to provide students with meaningful education linked to their social practice, enabling their instrumentalization, emancipation, and transformation of their reality. Based on these premises, and also as a theoretical foundation, the study presents the didactics of educator João Luiz Gasparin, framed within this pedagogy. The research continues with the guiding question: How can Historical-Critical Pedagogy contribute to pedagogical practice for significant learning in the teaching of Mathematics for the 5th grade of schooling? In the methodology, Action Research was used, based on diagnostic evaluations in the teaching of Mathematics, through qualitative and quantitative approaches, in which the teaching of Mathematics in the 5th grade was analyzed with a class of 24 students, in a public school on the outskirts of the city of Rio de Janeiro. For the qualitative approach, workshops were designed to reveal students’ performance in mastering mathematical content. For the quantitative approach, data collection and analysis utilized assessments created by the Rio de Janeiro Municipal Department of Education for the 2024 academic year, organized as follows: 1st assessment, called Starting Point (Ponto de Partida); 2nd assessment for the first bimester; 3rd assessment for the second bimester; 4th assessment for the third bimester; and 5th Assessment for the fourth bimester, named Final Point (Ponto de Chegada). From the data obtained during the field research, results and discussions were presented for a critical analysis, grounded in the theoretical-methodological assumptions of Historical-Critical Pedagogy and its connection to mathematical education in the investigated grade. The results highlight the importance of linking students’ social practice to the content proposed by the school, as well as the significance of employing the five-step didactics introduced by João Gasparin as a pedagogical proposal for the teaching-learning process. It is concluded that the approach presented in this work significantly contributes to conscious and transformative education, fostering critical and active individuals in society through comprehensive and emancipatory formation. It is hoped, therefore, that this research may inspire further studies, particularly in the context of public and peripheral education aimed at the working class.