Wealth distribution in Brazil
a study in the light of mathematics education for social justice
Abstract
This study aimed to analyze if and how students used mathematics to understand social inequalities related to the distribution of wealth in Brazil. The research was conducted using a qualitative approach, involving 55 eighth-grade students from elementary school. Data were collected through student notes as well as from the teacher-researcher. The results indicate that the students used mathematics to understand, investigate, problematize, and suggest changes regarding socioeconomic inequality in the country. In this sense, this work not only contributes to the understanding of the relationship between mathematics and social issues but also highlights the importance of a socio-critical approach in mathematics education. The reflections and experiences shared by the students emphasize the need for pedagogical approaches to mathematics that foster critical thinking and effective communication, contributing to the development of conscious citizens capable of understanding and transforming the reality in which they live.
Downloads
References
BOGDAN, R.; BIKLEN, S. Investigação qualitativa em educação: uma introdução a teoria e aos métodos. 1. ed. Porto: Porto editora, 1994.
BORBA, M.; ARAÚJO, J. Pesquisa qualitativa em educação matemática: notas introdutórias. In: BORBA, M.; ARAÚJO, J. Pesquisa qualitativa em educação matemática. 6. ed. Belo Horizonte: Autêntica, 2020. p. 23-29.
FRANKENSTEIN, M. Educação matemática crítica: uma aplicação da Epistemologia de Paulo Freire. In: BICUDO, M. (Org.). Educação matemática. 2. ed. São Paulo: Centauro editora, 2005. p. 101-137.
GUTIERREZ, R. The Sociopolitical Turn in Mathematics Education. Journal for Research in Mathematics Education, [s.l.], v. 44, n. 1, p. 37-68, 2013. Disponível em: https://www.researchgate.net/publication/259749651_The_Sociopolitical_Turn_in_Mathematics_Education. Acesso em: 31 maio 2024.
GUTSTEIN, E. Reading and writing the world with mathematics: toward a pedagogy for social justice. New York: Routledge, 2006.
GUTSTEIN, E. Possibilities and challenges in teaching mathematics for social justice. In: ERNEST, P.; GREER, B.; SRIRAMAN, B. (Ed.). Critical issues in mathematics education. Charlotte: IAP/INC, 2007.
SKOVSMOSE, O. Desafios da reflexão em educação matemática crítica. Edição para Kindle. Campinas, SP: Papirus, 2008.
SKOVSMOSE, O. Three narratives about mathematics education. For the Learning of Mathematics, v. 40, n.1, p. 47-51, 2020. Disponível em: https://www.jstor.org/stable/27091141. Acesso em: 05 abr. 2024.
SKOVSMOSE, O. Concerns of critical mathematics education and of ethnomathematics. Revista Colombiana de Educación, [s.l.], n. 86, p. 361-378, 2022a. Disponível em: https://revistas.pedagogica.edu.co/index.php/RCE/article/view/13713/11253. Acesso em: 20 abr. 2024.
SKOVSMOSE, O. Entering landscapes of investigation. In: PENTEADO, M. SKOVSMOSE, O. Landscapes of investigation: contributions to critical mathematics education. Edição digital. Cambridge, UK: Open Book Publishers, 2022b. p. 1-20.
SKOVSMOSE, O. Critical Mathematics Education. 1. ed. AG, Suíça: Springer Nature, 2023.
SKOVSMOSE, O.; VALERO, P. Rompimiento de la neutralidad política: el compromiso crítico de la educación matemática con la democracia. In: VALERO, P.; SKOVSMOSE, O. (Ed.). Educación Matemática Crítica: una visión sociopolítica del aprendizaje y la enseñanza de las matemáticas. Bogotá: Una Empresa Docente, 2012. p. 1-23.
SOARES, D.; CIVIERO, P.; MILANI, R. Diálogo para a justiça social em aulas de matemática. In: SILVA, G.; LIMA, I.; RODRÍGUEZ, F. (Orgs.). Educação matemática crítica e a (in)justiça social: práticas pedagógicas e formação de professores. Campinas, SP: Mercado de letras, 2021. p. 63-90.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
