Desigualdades de moradias e o ensino da Matemática: uma visão de aprendência de sólidos geométricos

Abstract

This intervention project is surrounded by the theme of inequalities, poverty and education, the content of which will be seen through the lens of public school students through the production and analysis of images that can denounce housing inequality in Mathematics classes. Originating from observation in the intervention practices of the PROEXT-PG Program (Postgraduate University Extension Program), resulting from Joint Ordinance CAPES/SESU No. 1, of November 8, 2023, the objective is to promote the problematization of Mathematics teaching in classes of Elementary School II students, relating Geometric Solids to housing inequalities in a public school in Amazonas. The methodology is based on the Philosophy of Difference, which uses cartography as resources for mapping processes. The approach rejects the idea of a fixed and linear hierarchical structure, instead adopting a rhizomatic view, composed of multiple connection points and branches, where there is no dominant central point. This conception allows exploring non-obvious and complex connections between different elements and processes. Therefore, the investigation includes mapping the community and school, with the application of the active methodology (ABP) Project Based Learning. We hope with intervention research to emerge the possibility of integrating Mathematics teaching into real contexts, encouraging problematization and critical reflection on social inequalities.