O diálogo nos ambientes de aprendizagem nas aulas de matemática.

Abstract

This text aims to discuss possibilities of dialogue in mathematics classes in the six learning environments presented by Ole Skovsmose. It presents a theoretical discussion about the dialogue through the lens of Critical Mathematics Education. In the demonstrated methodology, the theoretical debate on Critical Mathematics Education was adopted as a field of study and research, in order to substantiate the concept of dialogue and discuss the elements that constitute the learning environments in the exercise paradigm and the landscape of investigations. The study indicates possibilities, so that the communication between teacher and students approaches the dialogue in the exercise paradigm. In the learning environments related to the exercise paradigm, it is possible to move towards the dialogue, putting some dialogic acts into action, in a way that the talk is shared by both the teacher and the students in mathematics classes. Therefore, the dialogue, which presupposes the sociopolitical and cultural relationship, as well as mutuality and equity among actors, can be initiated beyond the landscape of investigations, and take place in the environments characterized as traditional mathematics education.