A relação entre o ensino de matemática e o foreground de estudantes camponeses.

Abstract

This scientific communication is part of a course completion work that deals with field education, mathematics teaching, and foreground of young peasants living in an agrarian reform settlement. The research aimed to understand the relationship young peasants establish between mathematics teaching and their foregrounds. Therefore, the study is based on the perspective of both, field education, conceived from the collective struggle of social movements with the purpose of human emancipation, and critical mathematics education, which discusses the social role of mathematics as an important instrument in students’ critical education. We discuss specifically the concept of students’ foregrounds and their relationship with the mathematics teaching. The research is qualitative, exploratory in nature. Data were produced through a semi-structured interview with five students from the 9th grade of elementary school from a field school, located in a settlement area in the municipality of Itaguaçu da Bahia. The results indicate that the teaching of mathematics is important to arouse the interest of young peasants to plan their foregrounds.