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Educação matemática e a justiça social : caminhando para uma realidade
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Orientador(es)
Resumo(s)
A cidadania participativa, para a justiça social, leva-nos a reflectir
em tomo da educação matemática, porque existe uma diversidade de
modelos e aplicações matemáticos na sociedade actual que muitos cidadãos
não identificam nem compreendem as suas implicações na sua vida. Para
compreender esta relação entre educação matemática e justiça social foram
formuladas as seguintes questões: que relação existe entre a educação
matemática e a justiça social? Que tipo de intervenção pode ter a educação
matemática na construção de uma sociedade mais justa? Que cultura
profissional em educação matemática pode promover a justiça social?
As respostas a estas questões resultaram da busca de um
aprofundamento teórico porque esta problemática pertence a um território
muito pouco investigado na educação matemática em Portugal. O estudo
encontra-se organizado em três capítulos principais: justiça social,
educação matemática para a justiça social e cultura profissional em
educação matemática para a justiça social.
No âmbito da justiça social foi analisado o conceito de sociedade e
suas características, o cidadão e a sua integração, a justiça como equidade
com os seus princípios de igualdade e de diferença, e a educação com as
suas funções e objectivos. Para clarificar o conceito de justiça social
estabeleceram-se elos de ligação entre sociedade, comunidade, instituição,
cidadão, cidadania, educação e democracia.
A intervenção da educação matemática para a justiça social resultou
da reflexão sobre a sua relevância na formação de futuros cidadãos e no
pensar das suas finalidades no sentido de promover uma educação
matemática reflexiva e crítica.
A cultura profissional da educação matemática para a justiça social
levou a pensar no currículo, metodologias, tarefas e materiais como por
exemplo os manuais. A intencionalidade é uma condição fundamental para
uma cultura profissional promover uma educação matemática que inclua o
identificar, interpretar, avaliar e criticar para transformar as aplicações
matemáticas que formatam a sociedade em que vivemos.
The participative citizenship, for the social justice, takes us to reflect about the mathematical education because there is a variety of mathematical models and applications in contemporary society which many citizens don't recognize nor understand its implications in their lives. In order to comprehend the relation between mathematical education and social justice these questions were made: what kind of relation exists between them? What kind of intervention may the mathematical education have in the construction of a fairness society? Which professional culture in mathematical education can promote social justice? The answers to these questions are the result of a research from a theoretical development, since this matter belongs to a subject not really much explored in the mathematical education in Portugal. This study is organized in three main chapters: social justice, mathematical education for social justice and professional culture in mathematical education for social justice. Related to social justice, the concept of society, and its characteristics, was analyzed as well as the citizen and his integration, the justice as equity with its principles of equality and difference and the education with its functions and purposes. To clarify the concept of social justice some connection links were established between society, community, institution, citizen, citizenship, education and democracy. The intervention of mathematical education for social justice is the cause of a reflection about its relevance in future citizens' formation and of a concern regarding its aims so as to support a reflective and critical mathematical education. The professional culture of mathematical education for social justice took people to think about the curriculum, the methodologies, the activities and about the resources and manuals, for example. The intentionality is the major condition for the professional culture to uphold a mathematical education which should identify, interpret, evaluate and criticize to change the mathematical applications that form the society we live in.
The participative citizenship, for the social justice, takes us to reflect about the mathematical education because there is a variety of mathematical models and applications in contemporary society which many citizens don't recognize nor understand its implications in their lives. In order to comprehend the relation between mathematical education and social justice these questions were made: what kind of relation exists between them? What kind of intervention may the mathematical education have in the construction of a fairness society? Which professional culture in mathematical education can promote social justice? The answers to these questions are the result of a research from a theoretical development, since this matter belongs to a subject not really much explored in the mathematical education in Portugal. This study is organized in three main chapters: social justice, mathematical education for social justice and professional culture in mathematical education for social justice. Related to social justice, the concept of society, and its characteristics, was analyzed as well as the citizen and his integration, the justice as equity with its principles of equality and difference and the education with its functions and purposes. To clarify the concept of social justice some connection links were established between society, community, institution, citizen, citizenship, education and democracy. The intervention of mathematical education for social justice is the cause of a reflection about its relevance in future citizens' formation and of a concern regarding its aims so as to support a reflective and critical mathematical education. The professional culture of mathematical education for social justice took people to think about the curriculum, the methodologies, the activities and about the resources and manuals, for example. The intentionality is the major condition for the professional culture to uphold a mathematical education which should identify, interpret, evaluate and criticize to change the mathematical applications that form the society we live in.
Descrição
Palavras-chave
Justiça social Educação matemática Cultura profissional Teses de mestrado - 2005