A educação matemática crítica no ensino médio integrado: uma proposta de ensino de matrizes em diálogo com a segurança na era digital

Abstract

This exploratory research with a qualitative-quantitative approach focuses on Critical Mathematics Education (CME) and its dialogue with the Conceptual Foundations of Professional and Technological Education (PTE). The objective of this study is to develop a teaching proposal based on the intersection of the conceptual foundations of PTE and CME, as a strategy for conceptual mediation in Mathematics teaching practices. The methodological procedure adopted is Design-Based Research, aligned with the guidelines of the Professional Master’s Program ProfEPT. This research model involves outlining, developing, and evaluating artifacts that will be used to address specific problems. The theoretical framework seeks to intertwine the thoughts of Ole Skovsmose with other authors such as Marise Ramos, Dante Moura, and Della Fonte. The educational product resulting from this study is a teaching proposal developed from the analysis of the Pedagogical Course Project (PPC) of technical courses in Informatics, focusing on Matrices and their operations. The proposal followed three thematic axes: conceptual (selection and organization of content), pedagogical (analysis of recipients and creation of a pedagogical itinerary), and communicational (effectiveness in educational communication). This choice was made based on the integration of common and technological core subjects. The data collected through a validation questionnaire with Likert scale items were analyzed qualitatively using interpretative analysis, and quantitatively using mean ranking and response frequency. The data obtained indicate that it is possible to develop a teaching proposal integrating the conceptual foundations of PTE and the concerns of CME. The innovative and critical approach proposed has the potential to transform Mathematics teaching, significantly contributing to integral and emancipatory human formation, aligned with the principles of Critical Mathematics Education and the development of autonomous, critical individuals aware of their role in the world of work and social life.