Educação matemática crítica: uma ferramenta para influenciar debates sobre questões sociais nas aulas de matemática

Abstract

Critical Mathematics Education is a useful tool for developing students' critical thinking within mathematics classes. This work, using the Scenarios for investigation by Skovsmose (2000), and the Dialogue in Milani (2012), (2017) and (2020), develops this ability in students, making them protagonists during the mathematics classes, aiming to form critical and authentic citizens towards society. Given this, the research's central objective is to analyze the benefits of Critical Mathematics Education on student learning, considering the development of critical thinking, their motivation to study and engagement during classes. Developing a qualitative research, firstly, a survey test was created to be solved during the intervention moment, with the aim of instigating their critical thinking. Then, during the class, there were moments of interaction between students and teacher, in order to find a definition for some Financial Education terms. After analyzing the data, it was possible to see that the students had a critical idea about the cases presented and obtained interesting answers that were discussed by the whole class. During the class, the students interacted well, something that had not happened at other times, thus demonstrating an interest in learning more, always instigated with questions such as “what do you think about...? ”Thus encouraging critical thinking. Analyzing the results, it can be concluded that it is important to work on critical thinking in schools, as this practice encourages students to position themselves, show their points of view, not remaining like a hidden being during situations opponents.