O Ensino de Matemática nos Anos Iniciais do Ensino Fundamental: Uma Perspectiva Crítica

Abstract

This work addresses Critical Mathematics Education in the early years of elementary school. This theory brings an approach that seeks to develop in students not only technical and procedural skills, but also a critical understanding of the role of mathematics in society and an awareness of the social, political and cultural issues related to the discipline. In this sense, the objective of this study was to problematize the need for critical education from the early years, as well as to analyze teaching from the perspective of innovation, based on the reality of students; lives for learning in the classroom. We also sought to verify how current legislation treats the teaching of mathematics in the initial years, observing whether they make reference to the teaching of mathematics that is critical. It is considered that at the end of this the importance of contextualizing the Teaching of Mathematics in the Early Years was highlighted, relating it to mathematical concepts with real and significant situations for students in a Critical way, from the perspective of Skovsmose (2007). If Mathematics teaching is done critically from the beginning, such education can help students understand the relevance of Mathematics in their everyday lives and develop a critical perspective on the use and application of Mathematics in the world around them. For this study, texts by Skovsmose (2007,2008), Freire (1996), Passos and Nacarato (2018) were used, as well as other sources necessary for the research.