Modelação de fenómenos sociais: uma ponte entre a realidade e a aprendizagem de funções
DOI:
https://doi.org/10.48489/quadrante.41279Palavras-chave:
alunos de 8º ano, aprendizagem da matemática, funções, justiça social, modelação matemáticaResumo
Fortalecer, nos alunos, a compreensão conceptual e de procedimentos matemáticos, o pensamento crítico, a literacia matemática, e desenvolver aptidões para a interpretação da realidade social – e, com isso, criar possibilidades para que desconstruam as relações de poder e as desigualdades de recursos e de oportunidades – é o repto central da educação matemática para a justiça social. Com base neste princípio orientador, este estudo visa caraterizar as atividades de alunos na resolução de tarefas de modelação, com foco na justiça social, no âmbito da aprendizagem de funções. Na concretização deste objetivo, adotou-se uma metodologia qualitativa e interpretativa, com um design de estudo de caso relativo a uma turma de 8º ano. Os dados foram recolhidos através da observação não participante e da gravação vídeo de aulas, da resolução dos alunos às tarefas propostas e de notas de campo. Os resultados mostram que os alunos percorreram as etapas do processo de modelação, com autonomia variável consoante as dificuldades, envolvendo-se em atividades como a leitura crítica de dados e discussões reflexivas. A resolução das tarefas e a sua discussão promoveu a mobilização do conhecimento reflexivo e de experiências socioculturais, favorecendo o desenvolvimento da consciência sociopolítica.
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