Work Projects and Critical Mathematics Education: an experience in the final years of Elementary School

Abstract

This article presents an excerpt from a master's study that developed a Work Project focused on Financial Education (FE), investigating its contributions to the teaching and learning of Mathematics from the perspective of Critical Mathematics Education (CME) in the final years of Elementary School. The research is justified by the need to contextualize the teaching of Mathematics, using CME as an alternative to promote deeper and more critical reflections through mathematical content. Furthermore, it highlights the importance of Work Projects that develop skills related to Financial Education, preparing students to deal with financial and social issues. The objective of the research was to examine how the Work Project, based on CME, could integrate Financial Education with mathematical content. With a qualitative approach, the study adopted an interpretive social research method to capture students' perceptions of the situations addressed. The results showed that the project allowed students, through Mathematics, to interpret everyday scenarios, make conscious decisions, and reflect on social issues. In this way, the Work Project proved to be an approach that enhances the process of teaching and learning Mathematics in a contextualized manner, relating real issues and promoting the development of a critical view among students on the themes addressed.