Banca de DEFESA: VICTÓRIA DIAS MARTINS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : VICTÓRIA DIAS MARTINS
DATE: 18/08/2026
TIME: 15:30
LOCAL: Google Meet
TITLE:

Contextualizations in Trigonometry: An Analysis of High School Textbooks in Light of Critical Mathematics Education

KEY WORDS:

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

PAGES: 107
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: História da Educação
SUMMARY:

This study addresses the issue of mathematics instruction being disconnected from students' realities, focusing on the central role of the textbook, which often presents artificial contextualizations. This concern arose from the author's teaching and academic experience within the Tutorial Education Program (PET) and through discussions on Critical Mathematics Education (CME). The research aims to investigate how contextualizations related to trigonometry content are developed and presented in selected high school textbooks, viewed through the lens of Critical Mathematics Education. To this end, the study analyzes the influence of university entrance exams and the ENEM (National High School Exam) on teaching materials, examines contextualized trigonometry scenarios in selected textbooks from different periods, and develops an intervention proposal for teachers. The methodology employs a qualitative approach, characterized as bibliographic and documentary research based on Fonseca (2002). The primary theoretical framework is Critical Mathematics Education (CME), drawing on the work of scholars 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 involving political, cultural, and ideological aspects. In accordance with Marconi and Lakatos (2017), the research utilizes deductive and dialectical methods. Preliminary results from the historical analysis indicate that mathematics teaching materials have progressively incorporated contextualization and interdisciplinarity over five decades, a trend largely driven by the creation and reformulation of the ENEM. The research highlights that the BNCC (National Common Curricular Base) omits prerequisite content for trigonometry—content that is nonetheless required by the ENEM—creating a gap that textbooks must fill. Consequently, the study proposes an educational product based on a teacher training workshop designed to foster a critical perspective on trigonometry textbooks and transform traditional problems into investigative scenarios. The product aims to encourage teaching practices that value argumentation, reflection, and the discussion of real-world contexts, moving beyond an approach centered solely on the mechanical application of formulas.

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