Os conteúdos matemáticos e as realidades dos alunos camponeses: que articulações são realizadas pelos professores que atuam em escolas do campo?

Abstract

This article presents aspects of an ongoing research about links that field school teachers make to connect mathematical contents with students’ reality. Our discussion is based on previous studies about Field Education and Critical Mathematical Education. We conducted semi-structured interviews with four teachers from two schools located in Agreste and Sertão, geographical regions of Pernambuco state. We also analysed students records in notebooks which were related to activities provided by the teachers during three bi-monthly class periods. Our research results showed that even teachers with specialization in Field Education, responded that they acknowledge the need to make links between mathematical contents with field students’ reality, however these teachers´ pedagogical approaches are rare. Our results suggest that teacher education institutions need to improve the initial and continuing of field school teachers as a way to contribute with field subjects’ emancipation.