Ensino de matemática para a educação do campo: reflexão sobre a problemática da caprinocultura.

Abstract

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.