Educação matemática e Educação do Campo: desafios e possibilidades de uma articulação.

Abstract

Based on some principles of Mathematics Education and Field Education, we reflect on a possible relationship between these two domains/paradigms. We assume that mathematics should be taught from the perspective of social transformation. In the context of rural schools, this means considering the history of education and the claims of people who lives in rural areas, their place of belonging and production cycles, among other defining elements of this school. Therefore, the political, social and cultural dimensions must necessarily be considered in order that mathematical concepts becomes meaningful for students, and contribute to the construction of citizenship and emancipation. This is the conducting wire of our reflection that culminates with the presentation of some challenges that can be found on the course, as well as some possibilities to overcome.