Contextualização no ensino de matemática: o que revelam as práticas de resolução de situações-problema?

Abstract

The present study aimed to analyze how work with contextualization from the perspective of solving problem situations is consolidated in Mathematics classes, in the 6th year of municipal public schools in Campina Grande-PB. In this study, we highlight that ensuring more meaningful Mathematics teaching involves presenting situations that can be problematized using contextualization as a resource. The investigation was conducted using a qualitative approach, as we understand that through it it is possible to clarify the facts and interpret the data collected. The study was carried out based on data collected through observations of the classroom practice of a 6th year teacher at a municipal school located in Campina Grande, Paraíba; an interview with the participating teacher; and the textbook she used. Through observations, we sought to identify the contexts present in the problem situations worked on in the classroom and how these contexts were discussed by the teacher. Through the interview, we raised the teacher's conception(s) about contextualization. With the analysis of the adopted textbook, we sought to identify possible contributions to the development of contextualized work. From the analysis of the data collected, it was possible to infer that the teacher managed to work on contextualization in her classes, however, in most of them she used examples related to the student's experience. In its practice, we identify contexts related to the daily lives and reality of students, among other contexts. Regarding what the participant conceives about contextualization, her response presented ideas in the direction of what authors such as Maioli (2012), Spinelli (2012) and Vasconcelos and Rêgo (2010) understand about contextualization, although the perceptions of classroom practice lead us to state that the proposed situations were mainly related to everyday situations. With regard to the textbook, it presented contributions to the implementation of contextualization and elements that allowed work that guaranteed teaching with greater meaning.