Uma proposta de formação crítica para estudantes do 7º ano do Ensino Fundamental por meio dos cenários para investigação

Abstract

The motivation for the development of this work comes from an extreme situation experienced by the researcher, during a particular moment of her teaching practice, which led her to reflect on the act of teaching mathematics and to seek other ways to teach the discipline, other than the so-called traditional way. Therefore, the study to be carried out aimed to investigate the way in which students of the 7th year of Elementary School, from a private school in the city of Rio de Janeiro/RJ, used mathematics to read and write the world, through mathematics classes based on by landscapes for investigation triggered by reading real news, marked by issues of social injustice. The path chosen to carry out this work was the qualitative methodology of action research. The field of study took place through five meetings during math classes, which were not taught by the researcher. For data collection, we used audio recordings during the research meetings, the students' writing in their individual notebooks and the researcher's logbook. Regarding data analysis, we used content analysis, using comparable units of categorization in the light of Critical Mathematics Education and Mathematics Education for social justice, particularly, according to the conceptions of landscapes for investigation, dialogue and reading and writing of the world with the math. As a result of our research, we observed that a landscapes for investigation, supported by the students' interests in delving into issues of injustice, namely in the form of racism, was constituted, and, through it, mathematical contents were emerged, above all, those related to the field of statistics. In addition, we consider that all students, at the end of the research, were, in some way, better able to read and write the world through mathematics and that dialogue was fundamental in this process. In addition, the research carried out generated an e-book as an Educational Product, entitled Constructing landscapes for investigation in mathematics classes from social issues, which presented the landscapes for investigation constituted in our intervention, and four other landscapes for investigation, imagined, but which could have been shaped, if other paths were taken by the students throughout the research. This e-book is not intended to serve as a manual, but rather to provide support to other teachers who seek to conduct their classes along paths similar to ours. Finally, we emphasize the importance of carrying out other studies, changing the location, duration, school year, social class and the issue of injustice addressed, with a view to enriching and expanding the debate in this area of study.