Criticality in Modeling in Mathematics Education: researchers' voices

Abstract

This article aims to identify the different approaches and approaches to criticality in Modeling in Mathematics Education of Brazilian researchers chosen for their recognition / insertion in the national and international scenarios of academic research. We conducted semi-structured interviews with the researchers Rodney Bassanezi, Lourdes Almeida, Dionísio Burak, Jonei Barbosa and Milton Rosa, seeking to confront the approaches and approaches to criticality they expressed with their own theoretical-methodological conceptions / perspectives of Modeling. The analysis of the interviews revealed that their conceptions have many convergences, although with different theoretical-bibliographical foundation and certain diversity of epistemological bases. The voices of the researchers reflected a clear theoretical and practical coherence between their approaches and approaches to criticality with their conceptions of modeling in mathematics education, with emphasis on the importance of criticality being inherently linked to all the stages / phases / cycles of Modeling and, ultimately, fundamental for the critical, reflective and citizen education of students.