Autonomia dos saberes matemáticos na licenciatura numa perspectiva freireana

Abstract

This work focuses on the Freirean Methodology and its role in Mathematics Teacher Education. The guiding question is: what are the contributions of the Freirean Methodology to the consolidation of mathematical knowledge in teacher education? The main objective is to understand how the Freirean Methodology contributes to the consolidation of mathematical knowledge in teacher education, as well as to examine how it fosters students’ autonomy in relation to Mathematics, describe the Freirean perspectives on teaching and learning Mathematics, and analyze how this methodology relates to Mathematics Education. The research is justified by the lack of written work on the Freirean Methodology in the context of Mathematics Teacher Education, considering that this is where future Mathematics teachers build their professional identities and critical perspectives regarding the school community. The methodological path followed an action-research approach (Thiollent, 2018), with a qualitative nature (Marconi & Lakatos, 2022). Data were collected using two open-ended questionnaires, a conversation circle, a workshop, and the creation of a word cloud, involving students from the 7th semester of the Mathematics Teacher Education Program at the Federal Institute of Piauí, Piripiri Campus. Data analysis was carried out through content analysis (Bardin, 2016). It is considered that mathematical knowledge autonomy, from a Freirean perspective, goes beyond technical mastery of content—it includes the ability to think, reflect, and act upon reality, using Mathematics as a language of transformation.