O ensino de matemática: entre o tradicional e o libertador na percepção de professores

Resumo

This qualitative, interpretative and ethnographic-based research aims to analyze what Mathematics teachers that work at countryside’s schools say about their performance and the relationships established between teacher and students, based on Freirean assumptions. And, as specific objectives: (1) To promote reflections on Mathematics teaching based on the relationships established between teachers and students; (2) To articulate a liberating teaching with a critical Mathematics Education; and (3) To promote continuing education for Mathematics teachers, with a view to dialogical, critical and democratic Mathematics teaching. In the present study, we address theoretical aspects related to traditional teaching and liberating teaching (FREIRE, 2006; 2013; 2019; 2021; FREIRE; SHOR, 2021) and Critical Mathematical Education (D' AMBRÓSIO, 1991; 1996; 1999; ANDRINI, 1989; BENNEMANN; ALLEVATO, 2012; SKOVSMOSE, 2000; 2001; 2007). The data that will compose the corpus of analysis were collected in two public state schools and two public municipal schools located in the countryside in Campina Grande/PB/ Brazil. Six Mathematics teachers who work in this reality participated in the research, four male and two female. To collect the data of this study, initially, we carried out an exploratory path, through informal conversations with Mathematics teachers and the application of a Sociocultural, Economic and Professional Questionnaire. Secondly, we gathered the six participants of this study and worked with a Focus Group. Finally, we promote studies of texts about the promotion of a democratic teaching, specifically of Mathematics. The analysis was divided into five categories – which are in accordance with the division of questions asked in the focus group: i) traditional or liberating mathematics teaching; ii) Authoritarianism vs. Authority; iii) Fear vs. Boldness; iv) Dialogue vs. Silencing; and v) Imposition x Convincing. After this stage, we did a brief training, asking the teachers to reflect and discuss small excerpts taken from the book Medo e Ousadia - O cotidiano do professor (FREIRE; SHOR, 2021).

Dados da obra

Tipo

Dissertação (mestrado)

Editora

LA Referencia

Instituição

UEPB

Programa

Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM

Ano

2023 (2023-11-22)

Defesa

22/11/2023

Idioma

pt

Palavras-chave

CIENCIAS EXATAS E DA TERRA; Educação Matemática; Ensino tradicional; Ensino Libertador; Educação Democrática; mathematics education; emancipatory education; critical mathematics education; Freirean pedagogy; teacher perceptions; teacher-student relationship; traditional teaching methods; rural schools; continuing teacher education; dialogic teaching; democratic education; Campina Grande, Paraíba

Temas

Educação Matemática Crítica, Formação de Professores de Matemática, Práticas Pedagógicas

Handle

https://repositorio.uepb.edu.br/handle/123456789/74128

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026