Um panorama sobre pesquisas que discutem resolução de problemas em escolas do campo

Abstract

This research is characterized as an interpretative study of 6 theses and dissertations, developed in Postgraduate Programs of Brazilian institutions from 2002 to 2023, which discuss a problem that permeates the teaching of Mathematics in rural schools. This study aimed to highlight the results of theses and dissertations that use problem-solving for teaching Mathematics in rural schools. To this end, we were guided by the research question: what do the researches that investigate problem-solving in rural schools say? This study is characterized by a qualitative approach, of a bibliographic nature, following the state of knowledge typology, as an interpretative study of 6 works, one thesis and five dissertations, developed in Postgraduate Programs of Brazilian institutions in the period from 2002 to 2023. These productions were located in the Catalog or Bank of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES). In order to analyze the six selected works and the possible contributions to this study, the following categories were developed: (1) Research scenario of the mapped research; (2) Problem management in the classroom; (3) Contributions of problem solving to teaching; and, (4) Results of the mapped research. We hope that the contributions of this study will support possible new decision-making towards an articulation between the practices experienced in the countryside with the practices carried out in schools, in addition to contributing to Postgraduate Programs and, in undergraduate courses, discussions involving the teaching of Mathematics in rural schools.