Entre o quadro e a lacuna: o ensino e a aprendizagem de matemática na Guiné-Bissau e o descompasso com o livro didático

Resumo

This dissertation aims to analyze and understand the importance of using textbooks in the teaching and learning process of Mathematics in public Basic Education in Guinea-Bissau. The research is grounded in the author's own experience within the Guinean educational system, contrasted with his later experience in higher education in Brazil, which provided him with a critical and comparative perspective on teaching conditions in different socioeconomic contexts. The study adopts the Historical-Cultural Theory as its theoretical framework, based on the conceptions of Vygotsky and his collaborators, understanding that the teaching and learning process is mediated by social, cultural, and historical interactions, and that school knowledge must engage with the student’s reality. The research also draws on authors such as Choppin, Dante, and Lajolo, discussing the textbook as a cultural, formative, and pedagogical instrument that can contribute to the development of teacher autonomy or, if misused, limit critical thinking and creativity. Divided into two stages—an exploratory phase based on bibliographic and documentary review, and an empirical phase involving a questionnaire applied to public school teachers—the research reveals the central role that the textbook still plays in the daily school life of Guinea-Bissau. However, it also highlights the precariousness of the country's educational system: lack of standardization, outdated materials, and scarcity of resources. The results point to the urgent need for public policies that ensure access to updated, culturally contextualized teaching materials built upon collective pedagogical criteria, with active participation from teachers. The dissertation concludes that although the textbook alone cannot solve all the challenges of Mathematics education in Guinea-Bissau, it represents a fundamental starting point for building a more equitable, critical, and meaningful education. Its absence or improper use may compromise not only the teaching and learning process but also the formation of autonomous and socially engaged individuals.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFSM

Ano

2025

Idioma

pt

Palavras-chave

Livro didático; Ensino básico; Teoria histórico-cultural; Ensino e aprendizagem; Guiné-Bissau; Textbook; Basic education; Historical-cultural theory; Teaching and learning; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Handle

http://repositorio.ufsm.br/handle/1/37161

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026