Mathematical Modeling in the Perspective of Critical Mathematics Education: Approaches in Basic Education

Abstract

The present article presents some results of research, whose objective was to investigate the attending teachers’ perceptions in the Educational Development Program (EDP) about activities of Mathematical Modeling (MM) in the perspective of Critical Mathematics Education (CME) in Basic Education (BE). Papers published at the EDP’s website under the supervision of professors from Universidade Estadual do Paraná (Unespar), campus Campo Mourão, were investigated. The theoretical assumptions were based on studies by Ole Skovsmose — CME and some authors who approach MM in the scope of BE. The use of Textual Discursive Analysis, suggested by Roque de Moraes, enabled the construction of two categories that evidenced contributions from MM activities to the teaching and learning of Mathematics. One contemplates the planning, implementation, and evaluation of MM activities in BE; whereas the other highlights professors’ concerns about the construction of critical sense.