A "verdade" apaziguadora na Educação Matemática: como a argumentação de estudantes de classe média pode revelar sua visão acerca da injustiça social
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Data
2018-12-14
Autores
Muzinatti, João Luiz [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem por objetivo descrever e identificar – na linha de investigação que trata da Educação Matemática Crítica – particularidades específicas do pensamento e da ideologia de alunos de classe média/alta, constituídos e confirmados também em aulas de Matemática. Comumente, o grande objeto de estudos da Educação Matemática Crítica vem sendo o aluno de classes mais baixas, que sofre diretamente a discriminação, as distorções e o processo de exclusão. Porém, tal processo somente perdura em razão de uma ideologia presente em nossa sociedade como um todo. Aqui, tratamos especificamente desta ideologia enquanto característica de alunos oriundos de classes mais privilegiadas. As tradições que perpetuam o jogo de classes e suas discrepâncias dependem daquilo que se transmite nas aulas, mas também podem estar atreladas à maneira pela qual se ensina e se aprende Matemática. Um desses aspectos é o fato de a Matemática ser vista, tratada e ensinada em nosso mundo chamado ocidental como portadora e caminho de Verdade. Entendemos que essa verdade pode ser tranquilizadora para quem aprende sobre o mundo em que vive. Tal Verdade contida na Matemática é uma construção, no mundo ocidental, desde os chamados filósofos pré socráticos, passando pelo platonismo – que estrutura essa relação entre a Matemática e o verdadeiro do mundo -, o pensamento moderno, até chegar às nossas salas de aula contemporâneas. Sutilmente ou não, a Matemática vai perpassando as visões de realidade de nossos estudantes, fazendo com que estes não percebam contradições imensas no mundo, entre elas a injustiça social. Descartando as evidências numéricas acerca da realidade, nossos alunos parecem recolher dos saberes matemáticos o subsídio à tecnologia e às finanças, não questionando acerca da realidade social. Para este trabalho, além de uma investigação no trajeto da Verdade matemática pelo mundo ocidental, uma pesquisa entre alunos de 12 e 13 anos de uma escola de São Paulo nos traz uma coletânea de dados, os quais são transformados em três episódios narrativos. Tais dados foram produzidos em salas de aula, em atividades cotidianas. Atividades dialógicas específicas, proporcionadas pelo professor Lucas e seu estagiário Armando (ambos personagens fictícios) reproduzem fidedignamente as observações, críticas, indagações e conclusões de nossos alunos dessa escola. A partir de embasamento na Educação Matemática Crítica, os episódios são posteriormente analisados no sentido de compartilhar com o leitor a suspeita de que valores, convicções, possíveis questionamentos, mitos e uma considerável passividade quanto às injustiças sociais podem estar sendo transmitidos (pelos educadores) também aos alunos de classes mais favorecidas do ensino fundamental, em aulas de Matemática.
This research aims to describe and identify - in the research strand that covers Critical Mathematics Education – specific particularities of thought and ideology of middle / upper class students, constituted and confirmed also in Mathematics classes. Commonly, the great subject of analysis of Critical Mathematics Education studies has been lower class student, who suffers directly from discrimination, distortions and the process of exclusion. However, such process only lasts because of an ideology present in our society as a whole. Here, we treat this ideology specifically as a characteristic of students belonging to more privileged classes. Traditions that perpetuate the social class game and its discrepancies depend on what is taught in class, but it may also be tied to the way in which Mathematics is taught and learned. One of these aspects is the fact that Mathematics is seen, treated and taught in our so-called Western world as being the path to the Truth. We understand that such truth can be soothing for those who learn about the world in which they live. Such Truth contained in Mathematics is a construction, in the Western world, from the so-called pre Socratic philosophers, passing through Platonism - which structures this relationship between Mathematics and the real world -, the modern thought, until it reaches our contemporary classrooms. Subtly or not, Mathematics permeates our students’ visions of reality, making them not realize immense contradictions in the world, among them social injustice. Discarding numerical evidences regarding reality, our students seem to gather from mathematical knowledge subsidy to technology and to finances, not questioning issues concerning social reality. For this work, in addition to an investigation on the path of Mathematical Truth by the Western world, a research among 12 and 13 year old students of a school in São Paulo, brings us a collection of data, which are transformed into three narrative episodes. Such data were produced in classrooms, in daily activities. Specific dialogic activities provided by Professor Lucas and his trainee Armando (both fictional characters) faithfully reproduce observations, criticisms, inquiries, and conclusions of our students from this school. From the foundations of Critical Mathematics Education, the episodes are later analyzed in order to share with the reader the suspicion that values, convictions, possible questions, myths and a considerable passivity regarding social injustices may be transmitted (by educators) also to more privileged elementary students, in Mathematics classes.
This research aims to describe and identify - in the research strand that covers Critical Mathematics Education – specific particularities of thought and ideology of middle / upper class students, constituted and confirmed also in Mathematics classes. Commonly, the great subject of analysis of Critical Mathematics Education studies has been lower class student, who suffers directly from discrimination, distortions and the process of exclusion. However, such process only lasts because of an ideology present in our society as a whole. Here, we treat this ideology specifically as a characteristic of students belonging to more privileged classes. Traditions that perpetuate the social class game and its discrepancies depend on what is taught in class, but it may also be tied to the way in which Mathematics is taught and learned. One of these aspects is the fact that Mathematics is seen, treated and taught in our so-called Western world as being the path to the Truth. We understand that such truth can be soothing for those who learn about the world in which they live. Such Truth contained in Mathematics is a construction, in the Western world, from the so-called pre Socratic philosophers, passing through Platonism - which structures this relationship between Mathematics and the real world -, the modern thought, until it reaches our contemporary classrooms. Subtly or not, Mathematics permeates our students’ visions of reality, making them not realize immense contradictions in the world, among them social injustice. Discarding numerical evidences regarding reality, our students seem to gather from mathematical knowledge subsidy to technology and to finances, not questioning issues concerning social reality. For this work, in addition to an investigation on the path of Mathematical Truth by the Western world, a research among 12 and 13 year old students of a school in São Paulo, brings us a collection of data, which are transformed into three narrative episodes. Such data were produced in classrooms, in daily activities. Specific dialogic activities provided by Professor Lucas and his trainee Armando (both fictional characters) faithfully reproduce observations, criticisms, inquiries, and conclusions of our students from this school. From the foundations of Critical Mathematics Education, the episodes are later analyzed in order to share with the reader the suspicion that values, convictions, possible questions, myths and a considerable passivity regarding social injustices may be transmitted (by educators) also to more privileged elementary students, in Mathematics classes.
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Palavras-chave
Ensino e aprendizagem, Educação matemática crítica, Verdade matemática, Educação matemática, Ensino fundamental, Teaching and learning, Critical mathematics education, Mathematical truth, Mathematics education, Elementary education