Educação matemática em espaços de privação de liberdade: saberes revelados em uma sequência didática

Abstract

This study is characterized as a case study, and its principal objective is identifying what kinds of knowledge are evidentiated in a socio-educational context, for youngsters and teenagers in conflict with the law. To understand this situation, this study focuses on the teachings of Paulo Freire, as they show perspectives of teens and adults in the elaboration of knowledge while looking at an emancipating education; as well as the propositions of Bernard Charlot, that demonstrate the relationship of previous experiences with new knowledge. This research is organized in the following steps: Problematization, based on a personal account of experiences lived while teaching mathematics in socio-education; a bibliographic revision of studies about socio-education and mathematics; theoretical references, utilizing documents that are related to the socio-educational objectives of the country, and also, authors that have had discussions related to this study; and lastly, the development and implementation of a didactic sequence, on “Centro de Atendimento Socioeducativo” - CASE (Socio-Educational Service Center) located in Chapecó city, with highschool students, trying to explore mathematical concepts, like geometry, utilizing concrete materials (as “Tangram”), to instill the meaning of mathematics to the student. By doing this, with those four steps, we can analyze this didactic sequence, relating it to three categories: the knowledge of youngsters and adults; mathematical knowledge; and emancipating knowledge. This study has revealed that those categories are connected, and aren’t excluding, with one mathematical exercise being able to develop more than one knowledge; and also, that the students, based on their experiences, will be able to change what mathematics means to them, and that the relationships of knowledge will be able to contribute for a more complete learning.