Elementos de uma relação entre o ensino de matemática e as atividades produtivas camponesas.

Abstract

This article presents part of a research study developed in the regions of Agreste and Sertão in the Brazilian state of Pernambuco. The study investigated the relationships established by Field people and teachers between the mathematical school contents and productive activities. We take as reference the studies on Field Education and Critical Mathematics Education. The Field Education is comprised of a triad: field, public policy and education. This educational perspective is different of assumptions of Rural Education. In the light of Critical Mathematics Education, we discuss dimensions that permeate the teaching of mathematics related to Field Education. We conducted semistructured interviews with 6 field inhabitants, and we mapped the productive activities of 116 farmers through the use of questionnaires. The research results indicate that people from field emphasize the importance of mathematics teaching, suggesting an articulated education to the way that families live. The results also suggest that there is links between mathematical contents and knowledge about the field.