A investigação matemática e a etino matemática no processo de ensino - aprendizagem: uma experiência no primeiro ano do Ensino Médio no IFPI Campus Cocal

Abstract

The teaching-learning process in Mathematics in brazilian basic education is marked by different challenges that affect teachers and students. Among them, the practice of teaching decontextualized from the reality of students stands out, which can lead to students' lack of interest in Mathematics and poor performance in national exams, as can be seen in the most current numbers of the Basic Education Development Index (IDEB, 2019). The non-dialogue between school scientific knowledge and the knowledge of students, or communities, does not encourage an education committed to the autonomy of students and the transformation of reality. During social isolation, resulting from the policies to contain the covid-19 virus (SARS-CoV-2), the problems present in basic education were enhanced. Therefore, the use of teaching practices that enable the construction of knowledge through investigative experiences and recognition of students' knowledge are increasingly necessary. This research analyzed how mathematics teaching methodologies that value investigation and Ethnomathematics (D'AMBROSIO, 2011) can contribute to the teaching and learning process and to the construction of critical and reflective knowledge in education, in a context of challenges generated by the need to implement remote lessons. Using Mathematical Research (MENDES, 2009) and Ethnomathematics, the study conducted a teaching experience with a class of the 1st year of high school integrated to the technical course in Administration of the Federal Institute of Education, Science and Technology of Piauí - IFPI campus Cocal, in which students researched their realities and participated in debates and problematizations about the identified themes and related contents. The action research (THIOLLENT, 1986) carried out by the mediator and the students showed the group's interest in understanding their realities and participating more actively in the teaching and learning process. Therefore, it is understood that making use of active methodologies in the classroom exposes the multidisciplinary character that scientific knowledge has, and by using accessible materials to build innovative classes, the educator awakens in students the protagonism they need in the classroom, and beyond