SOUSA, D. C.; http://lattes.cnpq.br/7606053239079122; SOUSA, Diogo Cabral de.
Résumé:
The Rural Education movement has been demanding in recent decades the recognition that
the rural area is a legitimate space for the production of knowledge. Against this movement
are educational policies that ignore diversity and do not recognize this legitimacy. Chevallard
(1991: 1997), in highlighting the noosphere concept recognizes that transformations
undergone by knowledge, until it becomes knowledge to teach, is the result of tensions
between those who decide, prescribe and execute the curriculum. The main goal of our
research is to reflect on the potentialities of goat farming as a subject for the contextualization
of mathematical knowledge. Therefore, contextualization takes a critical position, i.e., it
highlights the educational value for the students, without missing the point of its scientific
character. Taking into account that goat farming is an important economic environment for
the semi-arid region of Northeast Brazil, we want to understand: how can this topic lead to the
issue of mathematical knowledge? To answer this question we use the texts from Chevallard
(1997: 1991), Almouloud (2007), Caldart (2009), Fernandes and Molina (2004). T he research
methodology involved two stages. In the first stage, a documentary study on the
recommendations for rural education teaching was made. In the second stage, we look at an
exploratory study about situations that can work as a context for mathematical problems and
can be explored from the goat farming subject. Results point out that this subject has much to
contribute to teaching with a contextualized way of proposing mathematical knowledge, thus,
seeking a greater identification with the local reality, as well as developing a significant
learning.