O ensino da matemática nas escolas do campo por meio da modelagem matemática

Abstract

This research approaches the teach of Math in countryside schools, by the Math Molding as a methodological alternative. The reasearch has the intention to identify and presents the teach of Math at contrysides schools. The methodology used was applied by a Math molding using molding workshop, at State Countryside School Joaquim Nasário Ribeiro – E.F.M., besides counting too with expedition in one farmer production family unit. As far as a field research and also bibliographic, as aimed presente the reality, dialoguing with the theories of math teach by the Molding articulated to the Countryside Teach.the investigation of this research was realized by the articulation among: participative, qualitative and bibliographic research. The presente research started by the assumption whereof do not exist a practice of Math teach in countrysides schools using the math molding as methodology of teach and that the teachers have not used effectivedagogical methodologies matching with the reality of the countryside. However, as the students from rural area have their specificities and their culture, the Math contents taught to these people could have been approached of local Math knowledge, contextualizing the reality of contryside, valuing their knowledge and making them could have been seeing socially as a contry person and with an own identity. So, the choice of the subject presented in this research came from the need in propose pedagogical methodologies that have the obective connect Math with real situations. In this contexto the Math Molding can assume a very importante role in order to become the classes more significant, more attractive, articulate the teach to the reality, the theory with the practice, favoring the teaching learning process. Therefore, the propose of this research is to presente and shows the possibility in using the Math Molding in school context of a contryside school. This way, we presente here different conceptions about the reffered methodological alternative, but we understand as necessary approach the proposal of Burak and Bassanezi, for being reference authors when talking in teaching Math and Math Molding. Through this research and the workshop developed can be seen that the Math Molding while teaching methodology plays an importante and eficiente role being able to contribute significantly, in the ambit of Countryside Teaching, besides to be a possibility to discuss the peasant specificities, being a pedagogical methodology to the teachers about the teaching learning.