As questões sociomatemáticas e suas contribuições na formação crítica docente

• Ano de defesa: 2025
• Autor(a) principal: Cintra, Daniel Schönholzer Dunck
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Educação matemática crítica; Questões sociomatemáticas; Formação crítica; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Critical mathematics education; Socio-mathematical issues; Critical training
• Link de acesso: http://ri.ufmt.br/handle/1/7349

This research focused on the critical education of undergraduate Mathematics students. Its central question was: what contributions can Sociomathematical Questions (SMQ) offer to critical teacher education? We hypothesized that the use of SMQs fosters learning that goes beyond the technical and mechanical mastery of content, enabling participants to develop a critical understanding of relevant social issues through the lens of mathematics education. SMQs are based on contextualized and preferably controversial social topics that require critical reflection, in which mathematical knowledge is mobilized to identify contradictions and support the development of critical stances on the issues discussed. These questions were integrated into a formative process that conceives teaching as a social and political practice. For the development of this thesis and the planning of the formative action, we relied on historical-critical theories, which emphasize the importance of critical thinking and the connection between school knowledge and the social conditions that produce it, and prioritize a critical and reflective perspective by recognizing the importance of student autonomy for the emancipation of the subject.. A qualitative, applied approach was employed, using participant research methodology. The data were generated through a formative activity conducted with Mathematics undergraduates at the Federal University of Mato Grosso (UFMT), Cuiabá campus. We used a variety of instruments, including initial and final questionnaires, individual reflective journals, and audio recordings of group discussions. Content analysis was used to interpret the data, and the categories of analysis emerged inductively from the empirical material, rather than being pre-defined. The analysis, guided by the adopted theoretical framework, revealed that SMQs were effective in stimulating critical reflection among participants, prompting them to address issues such as social inequality, labor exploitation, the ideological use of mathematics, and the impact of politically legitimized mathematical decisions on everyday life. The debates generated throughout the training showed that mathematics education, when approached in a contextualized and critical manner, can meaningfully contribute to the development of a more critical and reflective teaching practice. We conclude that the use of SMQs in initial teacher education represents a concrete possibility for fostering reflections committed to critical teacher formation and the emancipation of individuals in pursuit of a more democratic, critical, and socially engaged school.