Educação matemática crítica: aproximações ou distanciamentos em relação à BNCC

Abstract

The study aimed to promote some reflections in search of approximations or distances between Paulo Freire's Pedagogy, Critical Mathematics Education, and the Educational Policy of the Common National Curriculum Base (BNCC) of Mathematics Teaching, for High School. The methodology used in the research is qualitative in nature, with documentary analysis for the constitution of data considering content analysis for the final discussion of data and results. Anchoring itself methodologically in Bardin's category analysis (2016), the first category is defined as the axial of the other ones determined in the study, by going vertically and horizontally through the text, permeating subsequent analyses. The research reiterates, through Paulo Freire's Pedagogy and Critical Mathematics Education, the importance of politicity in education, inherent to the educational nature, as well as dialogicity with criticality and autonomy. Therefore, one of the axial axes of this study concerns the ways of "reading the world", "readings of the word and writing", "readings of numbers/data/techniques", "technological readings" and "critical readings of life, especially of young people who are at the mercy of intentionality and the relationship between power and knowledge. Some reflections in the study intended to promote reflexive, critical and transformative dialogical acts by proposing a possibility of interpretation of the BNCC with a focus on Paulo Freire's Pedagogy and Critical Mathematics Education such as the dismantling of socio-political transformations with equity and social justice. It is proposed the "mathematics", that is, theorize to practice and thus agree in a transparent way to transform it. Through the interpretative option of Critical Mathematics Education according to the context in which curricula are inserted crosses curricular boundaries. Therefore, it occurs the strengthening of the intersection and interconnection between Paulo Freire's Pedagogy and Critical Math Education, in other words, it establishes that the approaches between Paulo Freire's Pedagogy and Critical Math Education are not the same as those established with the BNCC's document in relation to the analyzed questions. It is intended that the choice for a Critical Transformational Mathematical Education collaborates in the elaboration of proposals of transformations sustained in the act of questioning, in the act of identifying needs or "problems", in the act of problematizing possible resolutions and evolutions imbricated to the act of promoting social transformation that will only be built together, to transform with love the context experienced.