Ensinando sistema monetário no ensino fundamental I: contribuições da pedagogia histórico-crítica

Abstract

This work is part of a master’s research project conducted in 2023, whose main objective was to understand the contributions of Historical-Critical Pedagogy (PHC) to the teaching and learning process of mathematics in Elementary School I. The research was characterized as a Pedagogical Intervention and was carried out in a municipal school in the city of Jataí, Goiás. Data collection instruments included document analysis, semi-structured interviews, and direct observation with video recording.

The document analysis focused on the school’s Pedagogical Political Project (PPP) in order to understand the pedagogical conception expressed in the document. The interview was conducted with the principal, the pedagogical coordinator, and the teachers, aiming to understand which pedagogical conception the school and teachers adopt in their practices. Direct observation with video recording took place in the classroom where the intervention was developed, consisting of the implementation of a teaching sequence designed according to Historical-Critical Pedagogy, addressing the Brazilian monetary system in a 5th-grade class.

The results allowed for the identification of the following contributions of Historical-Critical Pedagogy as a theoretical and methodological basis for the teaching and learning of mathematics: the dissemination/appropriation of elaborated knowledge by and for the children of the working class; students’ understanding of the object of study in its multiple dimensions; the transition from common sense to elaborated knowledge; critical, ethical, and humanizing formation; and the transformation of the final social practice. The findings revealed that teaching mathematics from a critical, counter-hegemonic worldview can generate transformations both in students’ consciousness and in their historical reality.