Educação matemática crítica nos anos iniciais: o ensino de frações numa turma do 5º ano

• Ano de defesa: 2025
• Autor(a) principal: Arruda, Walter Lucio da Silva
• Orientador(a): Fernandes, Maria Betbia Sabino
• Banca de defesa: Maciel, Aníbal de Menezes, Angelo, Cristiane Borges
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Educação Matemática Crítica; Dialogicidade; Frações
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74144

The present study aimed to analyze how the teaching of fractions is carried out in a 5th-grade classroom and the possible contributions to the teacher’s pedagogical practice, based on studies conducted with the participant, considering the principles of Critical Mathematics Education (CME). We adopted as the central theoretical framework the studies of Ole Skovsmose (2008, 2010, and 2014) regarding Critical Mathematics Education, and Paulo Freire (1980, 1999) concerning dialogicity, in addition to authors such as D’Ambrosio (1996), Milani (2020), among others. Our investigation was qualitative in nature, guided by questions such as: Is the teaching of fractions in a 5th-grade class organized using didactic strategies that foster critical and reflective construction? What is the role of the textbook in the teacher’s pedagogical practice in teaching fractions? Is it possible to identify changes in the pedagogical practice considering reflections based on studies of the principles of Critical Mathematics Education? Our study involved a 5th-grade teacher from a municipal school in Gado Bravo – PB. Data collection took place in three stages: first, we conducted classroom observations to identify the existence of a dialogical and critical perspective in the pedagogical strategies used by the teacher when teaching fractions. Second, we carried out theoretical studies aimed at verifying possible modifications in the teacher’s practice based on the reflections undertaken. Third, through an interview, we identified the teacher’s perceptions regarding the challenges and possibilities of incorporating CME principles into her practice. The results revealed that the observed teaching practice presented significant elements of dialogue and reflection. We also identified that the teacher, even if partially, fostered moments of interaction in which students were encouraged to share strategies and connect fraction concepts to everyday situations. Furthermore, we found the teacher’s openness to the possibility of changes in her practice, as revealed in her discourse during study moments and in the interview. Thus, we hope that our research contributes to strengthening pedagogical practices in the early years, providing support for the implementation of a Critical Mathematics Education approach.