Modelos epidemiológicos e o problema da coerência: entre a justificação crítica e uma prática de ensino da modelação matemática
DOI:
https://doi.org/10.48489/quadrante.23597Palavras-chave:
justificação crítica, epidemia, exemplaridade, ensino secundário, modelação matemática, modelo SIRResumo
Exploramos a justificação crítica para a modelação matemática na escola como aquela que permite aos alunos refletir - interna e externamente - sobre o papel dos modelos matemáticos na descrição e modelação dos fenómenos de risco, determinando os cursos de ação das pessoas e informando a tomada de decisão política. Discutimos a exemplaridade da epidemiologia a partir de três perspetivas; subjetiva, instrumental e crítica. Respetivamente, estas referem-se ao caso de ser exemplar para a experiência de vida dos alunos, ideias e competências matemáticas e o poder de formatação da matemática na sociedade. Ao analisar workshops de modelação de epidemias com alunos do ensino secundário na Dinamarca, afirmamos que é possível cumprir essa justificativa, embora alguns desafios permaneçam. As possibilidades surgem ao invocar cenários reais como ponto de partida e estruturando o processo de modelação num ambiente dialógico. O principal desafio é equilibrar o andaime e as sugestões com recursos dialógicos num período de tempo limitado.
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