O Ensino da Matemática escolar no contexto da Educação do Campo: reflexões a partir de documentos oficiais

Abstract

This research discusses the potentialities and implications of the incidence of some principles of rural education in the teaching of school mathematics. Theoretically, this research aims to reflect on the potentialities and implications of the principles that emerge from the educational documents on the field education policy in the teaching of school mathematics. The methodological procedures adopted are based on the documentary analysis of educational policy, in this specific case, those dealing with education built by the rural populations. For the choice of the principles to be analyzed we were guided by two questions: 1) Which of the principles of the field education has direct impact on the main variables involved in the teaching and learning process of school mathematics? 2) Which of these principles, even if implicitly, complement the others? Thus, we elect three principles to be analyzed: (i) the pedagogical principle of the school's role as a subject trainer articulated to a project of human emancipation, (ii) the pedagogical principle of the Appreciation of Different Knowledge in the educational process, (iii) the principle pedagogical approach to the appreciation of the identity of the rural school. We mobilized as theoretical reference in the field of Education of Campo Caldart (2004; 2005; 2012), Molina and Sá (2012), Carvalho (2011), Conte (2017), Munarim (2011), Oliveira and Boiago (2012), and in domain of Mathematical Education, D 'Ambrósio (1998; 2001), Neves (2010), Otani (2010), Teixeira Jr. (2018), among others that also shed light on the understanding of the objects under investigation. The present research allowed for a broadening of the discussions raised by the Movement for a Rural Education, indicating that the possible implications of the incidence of the Rural Education principles in the teaching of school mathematics, in part is due to a reductionist understanding of these principles, since the potentialities of this incidence lies in the possibility of a school formation articulated to an emancipatory project.