The teaching Mathematics in the context of Rural Education: limits and possibilities

Abstract

This article aims to analyze the necessary pedagogical and contextualized relationship between the teaching of mathematics and the reality of the countryside and corresponds to a synthesis of the literature review carried out for a Master's study in Education, in the Research Line Education in Science and Mathematics Education. The research proposes a comparative analysis between the pedagogical practices of mathematics, revealed by teachers in the early years of Elementary School, from a countryside school in Diamantino/MT, and the texts that regulate this reality, such as curricular guidelines and other pedagogical support materials. The theoretical framework comprises a literature on Mathematics Education, Rural Education and Field Mathematics Education. This article is organized in three axes: 1. A brief contextualization between rural education, and mathematics education; 2. A reading of the Legal Framework for Rural Education and the Curriculum and 3. The reflective teacher and pedagogical practice in the field. The importance of contextualized pedagogical practice for meaningful teaching is highlighted, and it is fundamental to rethink the role of the teacher in the countryside schools, demystifying the teaching of mathematics and valuing peasant knowledge, in the search for the formation of conscious citizens capable of transforming their reality.

Keywords

• mathematics education
• rural education
• pedagogical practices
• curriculum.