O Ensino de matemática na escola do campo Joaquim Vaz de Oliveira: considerações a partir das concepções pedagógicas de professores

Abstract

The objective of this research is to analyze how the mathematics discipline has been working in the rural school Joaquim Vaz de Oliveira (JVO) from the pedagogical conception of mathematics teachers. This paper was developed in two diferent moments, one of it is the analysis of the proposals for Rural Education present in normative documents that regulate this modality of teaching, the other way was about the Pedagogical Political Projects (PPP), adding interviews with Mathematics teachers who work in the school. Understanding how Rural Education in Brazil has been instituted by the struggle of the rural population with the objective of guaranteeing the right and adequated education to their needs and specificities was fundamental for us to make a parallel between what is proposed and the unfolding of these proposals in this school. Ethnomathematics program shows a possibility of reflecting between the links with the proposals for Rural Education, considering that these establish relationships, for considering the needed articulating in this school curriculum to the knowledge present in the experience of sociocultural groups, particularly, knowing/doing in this context of the rural population. As a methodology for organizing the data produced in the dialogue with the teachers, the proposal of the Discourse of the Collective Subject (DSC) by Lefèvre and Lefèvre (2000) was used. When analyzing the data, we found out the teachers' perception, in the school fulfills the function of being "in rural area", that means, students have the right to be educated, thinking about where they live — farmstead, farms and other rural places in this especific region of Dourados city. However, much remains to be done for the JVO school to achieve a pedagogical practice that is relevant to what is proposed by both Rural Education and Ethnomathematics.