A teoria crítica na educação matemática

• Ano de defesa: 2019
• Autor(a) principal: Mariano, Jaqueline Aparecida Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Matemática em Rede Nacional - PROFMAT
• Palavras-chave em Português: Teoria crítica; Educação crítica; Educação matemática; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Critical theory; Critical education; Mathematics education
• Link de acesso: http://ri.ufmt.br/handle/1/4470

Social reality is constantly undergoing changes that do not always lead to greater freedom or improved living conditions for individuals. Concerned with this, we attempt here to understand mathematics and Mathematical Education from the Critical Theory of society at the Frankfurt School, whose main representatives are Theodor W. Adorno, Max Horkheimer, Herbert Marcuse and Walter Benjamin. Critical Theory aims to build an understanding of social reality from its multiple determinations (economic, political, cultural, psychological, etc.). His ideas, directly or indirectly, contributed to new conceptions of education in a movement known as Critical Education, including Mathematical Education. A Critical Theory of Mathematical Education not only points to the importance of emancipating education and critical thinking, but above all points to the need for a return to the fundamentals: a return to the basic texts of the Frankfurt School for an attempt to understand the role of Mathematical Education in the reproduction of capitalist society.