Educação fiscal nas aulas de Matemática, cenários para investigação e exploração de problemas

Abstract

This work has as objective the analysis of the influence of Tax Education (TE) in Mathematics classes aiming to form a citizen conscience in the student, leaning on the studies of Mathematics Education (ME), Problem Exploration and Solving, Critical Mathematics Education (CME), and the Tax Education (TE). The idea is to study Tax Education in the Mathematics classes, taking sociopolitical, economical, and cultural aspects into account. It was centered on Scenarios for Research, related to the combination between problems and the three mathematical references (pure Mathematics, semi-reality, and reality), that are being considered in the project named Teaching and Learning Milieu by Ole Skovsmose. This Milieu was formed by a collection of situations and open problems. The research has a qualitative approach, being denominated as a teacher research that, according to Lankshear and Knobel, is characterized by the teacher researching his/her own classroom. For collecting data grades, descriptions, classes‟ analysis, and students‟ productions were used. The research was developed with 7th graders (final years from Junior High), in a public school from Juazeirinho-PB. The mathematical content applied was percentage and its connections, such as fractions, ratios, proportions, and so on, combined to the tax theme axis. With this research it was possible to evidence that the problem solving overlaps the exercise paradigm, considering that when the students received exercises and problems, they acquired a critic al and reflective posture, which was contrary to what happened with the exercise paradigm, when they showed a more comfortable or apathetic posture. Still in relation to the activities used in the exercise paradigm, we identified that the students did not show interest for tax questions as they did when Problem Exploation and Solving. It was noticed that this happened due to an opening of the mathematical problems to a critical branch that, associated to the Tax Education, caused more fluency of thinking, communicating, and questioning, taking the knowledge about percentage as a parameter, allowing the students to see social, political, economical, and cultural issues using the mathematical knowledge that, in each moment, impelled them to think or rethink their everyday conceptions.