Curricular aspects of countryside education and mathematical modeling: possible relations
DOI:
https://doi.org/10.5007/1981-1322.2020.e67837Abstract
This paper discusses the curricular aspects contained in the official documents of the state of Rio Grande do Sul and analyzes how the Mathematical Modeling as teaching methodology can contribute and be inserted in this scenario. For this, we have as objective to analyze the documents that guide the Countryside Education in Rio Grande do Sul in order to verify how the methodology of Mathematical Modeling can be used to this reality and whether or not it satisfies the objectives proposed in the documents. Some countryside schools were visited in the interior of the state and it was found that there is still much to be improved in rural schools regarding curriculum organization, new methodologies and access to information. From the reading of the documents, we can conclude that there is no policy to ensure continuing education so that these professionals can adapt to the diversity of the environment, so education in these localities ends up following urban educational models, excluding the richness and cultural plurality of communities.
References
Almeida, L. M. W; Silva, K. P.; Vertuan, R. E. (2012) Mathematical Modelling in Basic Education. São Paulo: Contex.
Almeida, L. M. W; Vertuan, R. E. (2015) Discussion on how to Mathematical Modeling in the classroom. In: Almeida, L. M. W. Araújo, J. de. L. Bisognin, E. (Eds.), Mathematical Modeling Practices: Reports of experiences na pedagogical proposals. p.(19 - 44). Londrina: Eduel.
Arroyo, M. G.; Caldart, R. S.; Molina, M. C. For an Countryside Education. (2004) Petrópolis – RJ: Voices.
Barbosa, J. C. (2001) Modeling in Mathematical Education: contributions to the theoretical debate: In: Annal of ANPED Annual Meeting. Recovered on CD-ROM.
Blum, W. Mathematical modelling in mathematics education and instruction.(1993) In: Breteig, T. Huntley, I. Kaiser-Messmer, G. (Eds.) Teaching and learning mathematics in contexto. p.(3-14) Ellis Horwood Limited: Chichester.
Blum, W. Applications and Modelling in mathematics teaching and mathematics education – some important aspects of practice and of research. (1995) In: Slover, C. et. al. Advances and Perspectives in the Teaching of Mathematical Modeling and Applications. p. 1-20. Yorklyn: Water Street Mathematics. (Plenary Lecture).
Blum, W. Niss, M. Applied mathematical problem solving, Modelling, Applications, and links to other subjects: state, trends and issues in Mathematics Instruction. (1991) In: Educational Studies in Mathematics. V. 22, n. 1, p. 27-68.
Constituition of the Federative Republic of Brazil. (1988). Brasília, Federal District. Recovered from http://www.planalto.gov.br/ccivil_03/constituicao/constituicaocompilado.htm
Resolution nº1 de 3 de Aprill de 2002. (2002) Ministry of Education. National Council of Education. Chamber of Basic Education. Brasilia, Federal District. Recovered fromhttp://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=13800-rceb001-02-pdf&category_slug=agosto-2013-pdf&Itemid=30192
Law nº 9.394/1996 de 20 of december de 1996. Law of Basic Education Guidelines and Bases. Brasília, Federal District. Recovered from http://www.planalto.gov.br/ccivil_03/LEIS/L9394.htm.
Resolutiono nº 2, de 28 de Abril de 2008. (2008) BRASIL. Ministry of Education. Brasília, Federal District. Recovered from http://portal.mec.gov.br/arquivos/pdf/resolucao_2.pdf
Caldart, R. Educação do Campo. (2012) In: Caldart, R. Pereira, I. B. Alentejano, P. Frigotto, G. (Eds.) Countryside Dictonary. p. 257 – 264, Rio de Janeiro, São Paulo: Escola Politécnica de Saúde Joaquim Venâncio, Expressão Popular.
D’Ambrósio, U. From Reality to Action: Reflections on Mathematical Education. (1996) Campinas/SP: Editora da UNICAMP.
Fiorentini, D. Lorenzato, S. (2006) Research in Mathematical Education: theoretical and methodological paths. Campinas: Autores Associados.
Gauthier, C. Didatic –pedagogical triangle: the triangle that can be seen as square. (2001) Magazine Education of Science. Ijuí: Unijuí.
Gimonet, J. C. (2007) Practice and understand the CEFFA Alternation Pedagogy. Petrópolis, RJ.
Hage, S. M. (2006) The reality of multigrade schools across the achievements in education legislation. In: Proceeding of the Contemporary Education, Culture and Knowledge event: challenges and manifesta commitments. Recovered ond CD-ROM.
National Institute for Educational Studies and Research Anísio Teixeira (INEP). (2007) Ministry of Education. Panorama of Education in the countryside. Brasilia: National Institute for Educational Studies and Research Anísio Teixeira.
Hargreaves, A. (2002) Learning to change: Teaching beyond contente and standardization. Porto Alegre: Artmed.
Molinari, C. (2009) Interview given to Paola Gentile from Buenos Aires, Argentina. New School Magazine.
Nahirne, A. P. The daily life of a rural school and the social practice of Mathematics Teaching in the conception of the school community. 2017. Dissertation (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel.
Prado, A. A. Pedagogical ruralismo in Brazil of the New State. (1995) Studies Society and Agricultur. p. 5-27 Rio de Janeiro, n. 4. Recovered from http://%3Cbibliotecavirtual.clacso.org.ar/ar/libros/brasil/cpda/estudos/quatro/adonia4.htm.
Constituition of 1989. (1995) Rio Grande do Sul. Porto Alegre: Legislative Assembly of the State of Rio Grande do Sul.
Rehfeldt, M.J.H. et. al.(2018) High School Mathematical Modeling: A possibility of learning from water bills. In: Lesh, R.; Galbraith, P.; Haines, C. R.; Hurford, A. (Eds.) p. 103-121. REnCiMa, v. 9, n. 1.
Skovsmose, O.(2001) Critical Mathematics Education: The question of democracy. Campinas, SP: Papirus.
Downloads
Published
Issue
Section
License
Authors hold the copyright and grant the journal the right for their articles' first publication, being their works simultaneously licensed under the Creative Commons Attribution License (CC BY), which allows the sharing of such works with its authorship acknowledged and its initial publication in this journal.
Authors are allowed to enter into separate additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or as a book chapter, with an acknowledgment of its initial publication in this journal).
