Situação Social Contraditória como práxis educativa no processo de humanização: uma proposta metodológica para o Ensino de Matemática e a Educação Escolar

Abstract

This report is a reflection of a research whose objectives were to develop the foundations of a methodological proposal called the Contradictory Social Situation, based on the concept of social praxis; and, because of the opportunity, to analyze possible contributions to the Teaching Guidance Activity throughout its historical process being characterized as a theoretical-methodological proposal, supporting human development in its fullest potential. In the movement to characterize the importance of work in the process of human constitution and the contradiction experienced by the working class in the current mode of social production, we recognized the need to develop a methodological proposal for teaching mathematics, committed to the real needs and interests of the working class. The searches conducted in the productions of the Brazilian Institute of Geography and Statistics and the Inter-Union Department of Statistics and Socioeconomic Studies revealed important aspects to be considered in the process of school education, showing that the working class lacks an education that considers the appropriation of theoretical knowledge with the process of understanding, denouncing, and transforming the social reality in which it is inserted. Sánchez Vázquez's concept of creative praxis, used as a category of analysis and method, made it possible to analyze the National Common Core Curriculum, in search of elements that would allow the objectification of an educational proposal, built on the foundations of Historical-Dialectical Materialism. Amid the contradictory aspects presented in its text, we observed the defense of an education that broadens the student's engagement with social issues, aiming towards global development. At the same time, there has been a highlighted need to overcome its narrow conception of citizenship, which ends up limiting training and the ability of teachers and students to intervene in the problematic reality they face. Considering the reality of the worker and the opportunities offered by the Common National Base, we present the central elements that characterize the Contradictory Social Situation as a methodological proposal. Faced with the necessity of expanding the possibilities for training the working class within the scope of pedagogical activity, the dialectical movement continues and the potential of this product is analyzed in the process of contributing to the historical development of the Teaching Guidance Activity. The articulation between a pedagogical game and a situation emerging from everyday life, from the perspective of the Contradictory Social Situation, revealed that in the process of appropriating the concepts of ratio and proportion, other qualities emerged in relation to these two elements regarding the creation of Learning Triggering Situations, thereby broadening the political dimension of the Teaching Guiding Activity. In addition to this articulation, due to its own characteristics and its potential contributions to the Teaching Guiding Activity, the Contradictory Social Situation presents itself as a possibility of being conceived as a new reference to the Learning Triggering Situations. In short, based on what was shown by the Teaching Guiding Activity, the Contradictory Social Situation can enable the advancement of theoretical-methodological proposals committed to the necessary and urgent process of surpassing the current proposal towards a new form of human sociability, in favor of political and human emancipation.