Educação matemática crítica e a pedagogia progressista: colaborações dessa relação em uma formação continuada de professores para a justiça social

Abstract

This research considers that the search for social justice is essential for any educational process. From this, we intend to analyze, through a process of continued training, how the perspectives of critical mathematics education and Georges Snyders' progressive pedagogy can contribute to mathematics teaching that works for social justice. Aiming, then, to answer the following question: What are the collaborations that the relationship between critical mathematics education and Snyder's progressive pedagogy can bring to mathematics teaching that works towards a humanized society? Through a qualitative approach, this investigation is characterized as a research-training, as it aims to provide and analyze the critical focal points in a training process, in a collaborative way between the researcher and the participant. Thus, a long-distance continuing education course entitled “Fundamentals of critical mathematics education and social justice” was offered to teachers and education specialists in public schools, undergraduates in mathematics and pedagogy, and master's students in lines of research who study mathematics. The course was based on a theoretical framework that sought to understand social, educational and mathematics teaching issues, so that the participants could contribute with their insights in these areas. Therefore, certain references were adopted: Marxists collaborating with critical analyzes of capitalist society; progressists using the works of the educator Georges Snyders who collaborated with deep analyzes on education; and critical mathematics education, which collaborated with critical analyzes regarding the teaching of mathematics, mathematical knowledge, and its functions in today's society. From this formative action, which took place over a period of ten weeks, participants' data was collected from their participation in forums, activities and production of a lesson plan carried out as a group, as a final work), and from their own talks in six synchronous meetings that took place during the course. This data was then analyzed and presented through five formative and analytical critical focal points found: The Critique of Reality; (Self) Teaching criticism; Criticism as a Philosophy of Teaching; (Lots of) Critical Content; Criticism and Action. At the end of this investigative process, it was possible to recognize, from these critical focal points, aspects that align perspectives on the path towards the formation of a mathematics teacher who is critical and progressive, and who can contribute to social struggles for a more just society.