Matemática para a justiça social em Cocal dos Alves-PI: uma narrativa de (auto)formação política-pedagógica

• Ano de defesa: 2024
• Autor(a) principal: Amaral, Antonio Cardoso do
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio de Janeiro; Brasil; Instituto de Matemática; Programa de Pós-Graduação em Ensino de Matemática; UFRJ
• Palavras-chave em Português: Matemática; Ensino; Justiça social; Mathematics; Teaching; Social justice; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://hdl.handle.net/11422/28560

This research constitutes an analysis, in dialogues with the literature in Education and Mathematics Education, of my professional trajectory, starting from the articulations produced in the experiences experienced as a citizen whose destiny has always been linked to the city of Cocal dos Alves and the practices educational and political activities carried out as a mathematics teacher in that small demographic and economic city, located in the interior of the north of Piauí, between the years 2001 and 2024. To do so, I started with some research questions, guided by the following: Have I developed a pedagogical practice that allows me to teach mathematics in a way that my students are encouraged to think critically and solve problems in a creative and meaningful way for their lives and for society? Can the production of an autobiography by this mathematics teacher-educator reflect social, political and cultural aspects of the experience that has been projecting mathematics teaching developed in Cocal dos Alves throughout the country? The general objective: to analyze the importance of the professional trajectory of this teacher-educator in the production of a pedagogical practice in mathematics, which contributes to social justice. I inform you that the approach used in the research was autobiographical. The choice of this textual genre is justified by the consensus in literature regarding the reflective and constructive potential it provides to the researcher, when scholars of this modality state that the individual, when narrating their own story, has the opportunity to give meaning to it, or give new meaning to the difficult moments and achievements produced. I justify this research by believing that from a practical point of view, the trajectory described in this text has the potential to serve as a rich source of inspiration and knowledge for other mathematics teachers who strive for an inclusive mathematics education that contributes to transformation Social. The methodology adopted in this study is a qualitative approach, focusing on (self)narrative, which is characterized by the development of my autobiography as an object of investigation.