Banca de QUALIFICAÇÃO: VICTÓRIA DIAS MARTINS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : VICTÓRIA DIAS MARTINS
DATE: 04/11/2025
TIME: 16:00
LOCAL: Online - Forma Remota
TITLE:

INVESTIGATION OF THE CONTEXTUALIZATION OF TEXTBOOK CONTENT THROUGH CRITICAL MATHEMATICS EDUCATION

KEY WORDS:

Critical Mathematics Education; Textbook; Contextualization; Trigonometry; ENEM.

PAGES: 32
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: História da Educação
SUMMARY:

This paper addresses the issue of mathematics teaching disconnected from students' realities, focusing on the central role of textbooks, which often present artificial contextualizations. This concern arose from the author's teaching and academic experience in the Tutorial Education Program (PET) and discussions on Critical Mathematics Education (CME). The overall objective of the research is to investigate how contextualizations related to trigonometry content are developed and presented in high school textbooks, from the perspective of Critical Mathematics Education. To this end, the work proposes to analyze the influence of university entrance exams and the ENEM (National High School Exam) on teaching materials, examine contextualized trigonometry situations in textbooks from different eras, and develop a proposal for intervention for teachers.

The methodology used is a qualitative approach, characterized as pure research and bibliographic in nature. The main theoretical framework is Critical Mathematics Education (CME), based on authors such as Skovsmose and Freire. The analysis seeks to identify how textbooks present the relationship between mathematical objects and reality, aligning with the view that mathematics is a social practice that involves political, cultural, and ideological aspects. The research uses deductive and dialectical methods.

The preliminary results of the historical analysis indicate that mathematics teaching materials have undergone a progressive incorporation of contextualization and interdisciplinarity over five decades, largely driven by the creation and reformulation of the ENEM (National High School Exam). The research highlights that the BNCC (National BNCC) omits the prerequisite content for trigonometry, which is required by the ENEM (National High School Exam), creating a gap that the textbook is forced to fill.

As a conclusion and educational product, the study aims to develop an instructional workshop for elementary school teachers, with the purpose of supporting a critical view of trigonometry textbooks, transforming traditional questions into investigative situations. The product seeks to encourage teaching practices that value argumentation and discussion of real-world contexts, going beyond the mere application of formulas.

COMMITTEE MEMBERS:
Presidente - 3216044 - ROSELI ALVES DE MOURA
Interno - 1849562 - MARCIO DE ALBUQUERQUE VIANNA
Interna - 1167899 - SILVIA MOREIRA GOULART
Externa à Instituição - MARCELA RICHELE FERREIRA