The countryside school culture and the teaching of mathematics

• Main Authors: Maykon Jhonatan Schrenk, Barbara Winiarski Diesel Novaes
• Format: Article
• Language: Portuguese
• Published: Universidade Tecnológica Federal do Paraná 2018-11-01
• Series: ACTIO: Docência em Ciências
• Subjects: Educação do Campo; Educação Matemática; Cultura Escolar
• Online Access: https://periodicos.utfpr.edu.br/actio/article/view/7883

With the objective of identifying the presence of the countryside school culture in the teaching of mathematics (final years of elementary school) in a school located in the rural area. The present research was based on the theoretical-methodological contribution of Cultural History through the concept of school culture (JULIA, 1990), having as sources: Elementary School (final years) students workbooks; teaching activities images; Political Pedagogical Project (PPP); math teacher planning; pertinent legislation; interviews with the school director, the mathematics teacher of the Elementary School, and the pedagogue. The curriculum was strongly urban-centered specifically in relation to mathematics classes, and although a strong school culture of the field is present in the school investigated, there is little presence of this field school culture specifically in the teaching of mathematics. As a final reflection, we ask ourselves if in our urban schools we do not need cultural elements school of the field: sense of belonging, community involvement, leadership formation, interdisciplinarity, team work and valorization of local mathematical practices.