Ambientes de aprendizagem no ensino da matemática em uma escola do campo

Abstract

The work deals with learning environments from the perspective of Critical Mathematical Education and Field Education. The research aimed to investigate the types of learning environments proposed, through remote teaching, by a teacher who teaches mathematics in the 9th grade of elementary school at a school in the countryside of the municipality of Antônio Cardoso-BA. To support the investigation, we rely on the theoretical and methodological frameworks of Field Education and Critical Mathematical Education. We used semi-structured interviews and documentary analysis to produce the study data during the Covid 19 pandemic. The results of the interview reveal the challenges faced by a teacher to teach mathematics with remote education, as well as the lack of continuing training on the principles of Field Education. The documentary analysis was carried out on the activities proposed by the participating teacher. We identified 35 activities in four lists of exercises, 26 of which were classified in the type 1 learning environment: Pure Mathematics / List of Exercises and 9 activities in the type 3 environment: Semireality / List of Exercises. Thus, the teacher prioritizes exercises associated with the Reference to Pure Mathematics. The teaching of mathematical content in this perspective happens, almost always, isolated from the dimensions, social, political and cultural. From the analysis of the activities, we present possibilities to propose scenarios for research related to the principles of Field Education.