Estudo de propostas didáticas: contribuições de um curso de formação no desenvolvimento de concepções de modelagem matemática

Abstract

The current study was motivated by the "Teacher Training Course: for an anti-racist Mathematics Education", which had as a product the "Notebook of teaching proposals for an anti-racist mathematics", composed of didactic proposals produced by the participants at the end of the course. This product became the object of analysis of the present bibliographical research, which aimed to recognize the contributions of the discussions and activities performed during the course for the development of Mathematical Modeling conceptions, manifested in the didactic proposals related to ethno-racial issues. To this end, an analysis of the proposals notebook was carried out to identify the presence or approximations of the Mathematical Modeling conceptions, and the ideas defended by Caldeira, Biembengut, Barbosa and Burak were used as theoretical reference. The proposals notebook was organized by Cristiane Coppe Oliveira, Rogério Fernando Pires, and Viviane de Andrade Vieira Almeida and is composed of 16 chapters, each one corresponding to a didactic proposal. The proposals were elaborated with the intention of working with the ethno-racial theme and the teaching of mathematics, as an attempt to implement the Law 10.639/03 in mathematics classes. From the study, it was possible to identify the presence of a conception of Mathematical Modeling in one of the proposals and approximations of other conceptions in the remaining ones. Among the 16 proposals, it was not possible to identify the presence or approximations of such conceptions in only one proposal, and it is possible to highlight a certain frequency of the ideas defended by Caldeira and Biembengut, however, there was a diversity of indications that point to one or more conceptions or approximations of the understandings of Modeling presented in the theoretical chapter. This is justified by the fact that there is a multiplicity of understandings in the literature about what comes to be mathematical modeling in teaching. In addition, the didactic proposals present approximations about the conception of Critical Mathematics Education, because they seek to develop in students a critical competence in Mathematics related to social issues. It is hoped that this study will encourage the work with ethno-racial issues beyond Law 10.639/03, in the search to make the classroom a meaningful environment for students, exploring and valuing different cultures.