A Educação Matemática Crítica: compreensões e intencionalidades dos estudantes de uma escola pública de Bagé/RS

Abstract

This study aimed to investigate the understandings and intentions of students from a peripheral school in the city of Bagé/RS, under the perspective of Critical Mathematics Education (CME). It sought to highlight how students perceive their expectations for the future, what model of school they believe should be built, and whether a mathematics teaching proposal based on learning environments influences students' understanding. The research was conducted with 15 students from a school in the State Network of Rio Grande do Sul, located in the municipality of Bagé. To achieve the objectives, investigations were carried out regarding the backgrounds and foregrounds of the participating students, through a semi-structured interview, in order to identify possible life perspectives in these foregrounds. The research was qualitative and exploratory in nature, conducted through a case study procedure, which used content analysis to theoretically structure the studies involving CME and the foregrounds. The study aimed to understand how students from a peripheral school in Bagé/RS perceive the teaching of mathematics and how this perception is influenced by their life context. Additionally, the research provided an opportunity to investigate and understand students' life perspectives based on the contexts in which they are inserted.