EXPLORANDO QUESTÕES DE INJUSTIÇA SOCIAL COM O AUXÍLIO DA MATEMÁTICA: UM CENÁRIO PARA INVESTIGAÇÃO CONSTITUÍDO A PARTIR DE NOTÍCIAS REAIS

Abstract

The aim of this article is to investigate how 7th-grade students from a public school in Rio de Janeiro/RJ use mathematics in an educational environment focused on social issues, through landscapes for investigation. For this, a qualitative approach supported by the action research method was used. The proposed activity was conducted during three simultaneous periods of Mathematics classes, in which the teacher acted concurrently as a researcher. We used as a trigger the invitation for the class to read some real news marked by gender issues. For data production, audio recordings and written records of the students were used. Data analysis was conducted in light of Critical Mathematics Education and Mathematics Education for Social Justice. In general, this study indicates that students used mathematics as a multifaceted tool capable of addressing social issues analytically, demonstrating communication skills and critical thinking by substantiating their views with numerical data and evidence. Additionally, it reveals that they expanded their perceptions of the presence of mathematics in real-life situations and its potential to assist in desired social changes.

Keywords: Reading and Writing the World with Mathematics; Dialogue; Student Protagonism; Women in Soccer.