Ensino de Matemática na educação do campo: Um estudo de caso no curso Procampo – URCA

Abstract

This work aimed to analyze the teaching of Mathematics in the course Procampo - URCA, in the perspective of the Pedagogical Project of the course and the students enrolled in the Course of Natural Sciences and Mathematics. In specific terms, it was tried to identify if the mathematical content seen in the course is being contextualized with the mathematical knowledge of the students coming from the field? Field Education as defined by Brazilian legislation should be specific and emancipatory through the social, cultural and political expressions of each subject. Recent discussions in the area of Field Education point to the importance of fostering in teaching and learning processes the protagonism of learners through didactic situations that include the social, cultural and political dimensions existing in the different contexts of these subjects. Thus, the theoretical contributions used in this study are based on theories linked to discussions about the teaching and learning of Mathematics in the Course of Licenciatura in Education of the Field. When subjects experience learning with socially and culturally contextualized meanings of mathematics, a critical reflection is extended, in order to favor the understanding of contents and their applicability in everyday life. The methodological approach consisted of a case study with ethnographic characteristics. It is based on a qualitative approach from the Ethnomathematics perspective. The research was carried out at the Regional University of Cariri - Urca, with the participation of 18 students of the course during the research, being structured in three moments: participant observation, questionnaire application and semi - structured interviews. We identified in this study that the teachers of the course did not have initial training to work with the Field Education. In addition, the need felt by the subjects of a formation based on their experiences was revealed. The results show that the course in Licentiate in Field Education, responsible for the scientific training of the future educators, has not exerted the valorization of the experiences and daily experiences in the process of teaching and mathematical learning. It is hoped that these studies about teaching Mathematics in the courses of Field Degree can contribute to a reflection about the process of formation of these students. Recognizing the subject in his space, his roots, his culture, his knowledge, his desires, to give "voice" and "time" and to rescue in students his right to citizenship , with the purpose of having a society with more opportunities and less inequalities.