Educação matemática crítica e resolução de problemas: um projeto com unidades de medida na merenda escolar

• Ano de defesa: 2020
• Autor(a) principal: Castro, Laudicena Mello Ferrari de
• Orientador(a): Brião, Gabriela Félix
• Banca de defesa: Pinto, Gisela Maria Fonseca , Barbosa, Gabriela dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação de Ensino em Educação Básica - CAp UERJ
• Departamento: Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira
• País: Brasil
• Palavras-chave em Português: Educação matemática; Educação matemática crítica; Aprendizagem por projetos; Pesquisa-ação; Protagonismos; Matemática - Estudo e ensino - Crítica; Aprendizagem baseada em problemas
• Palavras-chave em Inglês: Mathematics education; Critical mathematics; Education; Learning by Projects; Research-action; Protagonisms
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.bdtd.uerj.br/handle/1/16361

Based on the concepts and parameters of Critical Mathematics, this dissertation aimed to analyze and discuss the development and results of action research in education carried through a Project called "School Meals and Measurement Units", conducted with fifth year students. The scenario worked was the investigation of public policy on school meals through interdisciplinary instruments, but with a focus on the construction of mathematical tools as social and political actions revealers. It was intended, that the students promote themselves as protagonists of their knowledge construction, above all for what was raised by the school lunch subject, through the interaction among themselves and with other actors in the school context, potentiating their discoveries. It was also analyzed the role (of) the students to sometimes lead and sometimes be led by the interest of the group, to mediate conflicts, to facilitate and to propose a dialogic and decisive making processes of this collective around their learning interest. Intending to pursue a critical and reflexive perspective, the group behavior towards its learning choices, the registers of mathematical reasoning forms solving problems and the interaction and mobilization forms of multiple knowledges that will be developed throughout the Project. Methodologically, the study is inserted in a qualitative approach to product a descriptive and critical-reflexive knowledge about the theme, the development of the interactions that took place and the research situation. It is believed to have been possible to show, on the one hand, that the Project's methodology is adequate for the approach of mathematical, political, social and production-related concepts applied to individual and political-social daily situations and, from the other side, that it was possible to increase this researchers knowledge and the groups "awareness level", unfolding to the point where it was possible to transform it into this work and, also, to produce, at the same time, a healthy food booklet for children and adolescents from the point of view of the Right to Food.