Letters to a Beginning-Career Mathematics Teacher: Perceptions of Second-Year High School Students from a Private School in Rondônia on a Humanistic and Libertarian Pedagogical Proposal

percepções de estudantes do 2° Ano do Ensino Médio de uma escola privada de Rondônia acerca de uma proposta pedagógica humanista e libertária

Abstract

This experience report investigates the perceptions of second-year high school students at a private school in Rondônia through the analysis of five letter fragments about humanistic and liberatory pedagogical practice in Mathematics teaching. Although not based on a predefined scientific research design, the report incorporates inductive procedures of thematic categorization and content analysis, inspired by Marconi and Lakatos (2003) and Creswell (2010). The findings demonstrate that critical, dialogical, and affective teaching stances, grounded in Freirean pedagogy, strengthen student autonomy and foster an inclusive learning environment. It is concluded that even in brief encounters, active listening and the ethical positioning of the novice teacher can transform perceptions and encourage a committed and reflective mathematical practice.