O papel do conhecimento matemático na formação cidadâ dos estudantes do ensino médio: uma revisão sistemática da literatura

Abstract

Linked to citizenship, mathematical knowledge is essential for interpreting reality and driving social transformation. This study analyzed academic literature regarding how such knowledge fosters a critical and transformative mindset in the daily lives of high school students. This systematic bibliographic research, employing a qualitative approach, was conducted via the CAPES Journal Portal. The search utilized descriptors such as "mathematical knowledge," "citizenship formation," and "social transformation." The final corpus, comprising nine peer-reviewed articles (2021–2026), was selected based on rigorous criteria and subjected to content analysis following Bardin (2016). The analysis categorized key theoretical trends in the literature to address the question: What is the role of mathematical knowledge in the citizenship formation of high school students? The results confirm that mathematics is vital for critical citizenship. Integrating course content with everyday life fosters meaningful learning, enhanced by methodologies such as Ethnomathematics and Mathematical Modeling. These practices promote a critical-reflective perspective, transforming knowledge into an instrument for social and personal change and moving beyond a focus on abstract formulas. Thus, the study reaffirms that mathematics—far from being limited to abstract formalism or meritocratic selection—constitutes a universal right and can serve as a powerful tool for social justice.