Matemática para além dos números: combatendo a xenofobia em uma escola de educação básica

Abstract

This study integrates the research line Curriculum, Teaching, and training spaces for Science and Mathematics Education within the Postgraduate Program in Science and Mathematics at the Universidade Federal do Triângulo Mineiro (UFTM); and It investigates the role of the teacher as a sociocultural and political agent in the contemporary educational context, focusing on the valorization of cultural diversity and the fight against prejudice and xenophobia in school environments. Inspired by Paulo Freire's Pedagogy and aligned with the Reference Curriculum of Minas Gerais, the research aimed to propose, develop, and analyze pedagogical strategies in Mathematics that promote the valorization of cultural diversity, particularly in situations of xenophobia within the school context, through the analysis of perceptions of ninth-grade students at a state school located in Triângulo Mineiro. The methodology included the review of institutional documents, and the documentary analysis followed the methodology proposed by André Cellard, in addition to the implementation of ten Mathematics classes followed by discussion groups with ninth-grade students at a school in Triângulo Mineiro. The results provided a deep understanding of the sociocultural dynamics in the school, highlighting the importance of educational approaches that value diversity and combat harmful and pejorative stereotypes. This study contributes significantly to the field of Education by offering practical suggestions for the implementation of sociocultural and political themes, adapting them to mathematics content and other areas of knowledge. It is proposed that such approaches not only enrich the educational environment, but also prepare students for active participation in a plural and inclusive society.