A educação matemática sob a perspectiva das escolas do campo

Abstract

This is a master's research developed in the Graduate Program in Education (PPGE), together with the Group of Studies and Research in Mathematics Education (GRUEPEM), which aims to investigate, together with Seduc, Cefapro and schools, which actions are being taken for the differentiated curricular implementation of mathematics education for rural education. For this, theoretical support was sought in authors such as Arroyo (2004), Haje (2010), Leite (1999), Pires (2012), Santos (1997; 2003) and Silva(2011; 2020), who deal with research approaches. For the purposes of mathematics and rural education, the contribution was focused on: Afonso (2002), D'Ambrósio (1999), Darsie (1988), Freire (2005), Hoffmann (2011), Moreira (2014), Santos (2010), Silva (2003), among others. The question that guided the studywas: what actions are being taken by the education professionals of the Mato Grosso state network for the differentiated curricular implementation of mathematics education for rural education? The methodology chosen was qualitative in nature, with interpretive analysis of the data. We chose the case study as a type of research, seeking to know how the teaching of mathematics inrural schools is, complementing these assumptions from the documentary analysis of the official proposals at national level, the policy of the State Department of Education (Seduc) and what is recommended both for the education of the field and for rural schools, using as a contribution of analysis the regulations: LDB, BNCC, DRC-MT and ECA. Together with the actions of the technical team from the State Department of Education, for the implementation of differentiated curricular in rural schools and Cefapro, the investigation was based on gathering information about the actions and proposals of pedagogical practices aimed at the student's attendance, carried out with the intention of guiding teachers who teach mathematics,of the Escola do Campo modality (documents and interview with the mathematics teacher) andthe PPPs of the investigated schools. We also tried to find out from Seduc, Cefapro, the schoolsand teachers who work in the rural education context if they are somehow connected to the teaching of mathematics, what are their conceptions about rural education and how they organize their practices for this modality. In the first approaches, it was possible to verify that,in ruralschools, the performance of mathematics happens in an isolated way from the students'daily life, in a much more accentuated and excluding way when compared to urban education. It was also observed the performance of urbanized practices, in which the knowledge of the city is valued as absolute truths, perpetuating the idea that peasant knowledge is fragile.