Resolver problemas à luz da Educação Matemática Crítica

Abstract

We believe that using the Problem-Solving methodology is a means of enhancing the teaching and learning of mathematics, combined with this pedagogical strategy, Critical Mathematics Education works as a philosophy for Mathematics Education and the practice of mathematics in the classroom. In this sense, the post-pandemic scenario, used as a means capable of reconnecting us as human beings and questioners by nature, is a window of opportunities to reconstruct the possibilities of working with mathematics in basic education; In this study, this methodological design was applied to a 2nd grade High School class at a traditional school in the city of São Paulo. With it, we aim to explore a didactic sequence capable of creating a close relationship between students and mathematics and strengthening in students the necessary esteem so that they can advance in their critical and civic education using mathematical knowledge as a means for this education. We collected data from the first of three didactic sequences described here, to reflect on our objectives and we hope to contribute to the reflections contained in this study with the planning of mathematics teachers who are dedicated to preparing activities that use the problem-solving methodology, under the light of Critical Mathematics Education. The results obtained meet our objectives while illuminating possible paths and strategies for using this methodology in the classroom, some of them are analyzed here and others would still need to be explored so that we could build more solid processes that support the use of methodologies different from the traditional ones in the classroom, such as the one presented here. With the data collected in this study, we were able to verify many of the potentialities of using the problem-solving methodology in the classroom and realize that even when part of it resembles or approaches the exercise paradigm, its power is still not harmed.