A Matemática Crítica Como Caminho Para a Promoção da Educação Financeira no Ensino Médio

ResumoNo Brasil, apesar da existência da Estratégia Nacional de Educação Financeira (ENEF), a Educação Financeira ainda não chegou até a maioria das escolas do País e muitos dos professores desconhecem o assunto e/ou a forma como realizar sua transposição didática. Nesse sentido, este artigo objetiva compreender a tessitura dialógica entre a Educação Financeira (EF) e a Educação Matemática Crítica (EMC) no Ensino Médio. A metodologia utilizada é qualitativa com enfoque bibliográfico. A análise terá como ponto de partida reflexões à luz da Base Nacional Comum Curricular (BNCC) e da legislação sobre EF vigente. Neste estudo se apresentam três contextos investigativos, quais sejam: (i) Referência à Matemática Pura, (ii) Referência a uma semirrealidade, e (iii) Referência à vida real, buscando assim problematizar a Educação Financeira, no âmbito escolar, a partir dos Ambientes de Aprendizagem e seu papel na promoção da emancipação dos alunos. São analisados e discutidos três trabalhos, nos quais se verificou a urgência de ressignificar a prática pedagógica do professor de Matemática para que utilize ferramentas teórico-práticas apropriadas em suas aulas, para que os estudantes tenham conhecimentos para construir uma vida financeira saudável. Portanto, os resultados dão indícios da importância da articulação da Educação Matemática Crítica à Educação Financeira para que seja feita a transposição didática dos conceitos tratados, em sala de aula, garantido sua utilização na vida cotidiana. Palavras-chave: Educação Matemática. BNCC. Sociedade de Consumo. Emancipação. AbstractIn Brazil, despite the existence of the National Strategy for Financial Education (ENEF), Financial Education has not reached most schools yet in the country and many of the teachers are unaware of the subject and / or how to carry out their didactic transposition. In this sense, this article aims to understand the dialogical composition between Financial Education (EF) and Critical Mathematical Education (EMC) in High School. The methodology used is qualitative with a bibliographic focus. The analysis will have as a starting point reflections in the light of the National Common Curricular Base (BNCC) and the current EF legislation. This study presents three investigative contexts, namely (i) Reference to Pure Mathematics, (ii) Reference to a semi-reality, and (iii) Reference to real life, thus seeking to problematize Financial Education in the school environment from the Learning and its role in promoting the student’s emancipation. Three papers are analyzed and discussed, and there was an urgent need to re-signify the Mathematics teacher’s pedagogical practice so that he or she can provide the theoretical and practical tools appropriate in his or her classes so that students have the knowledge to build a healthy financial life. Therefore, the results herein provide evidence of the importance of the articulation of Critical Mathematical Education to Financial Education so that the didactic transposition of the concepts treated in the classroom is carried out, guaranteeing its use in everyday life. Keywords: Mathematical Education. BNCC. Consumer society. Emancipation.

PLATE TECTONICS IN PORTUGUESE AND SPANISH SCIENCE TEXTBOOKS: FROM THE 1960s TO THE 1980s

Plate tectonics caused a revolution within earth sciences which then was transposed into science textbooks. The main objective of this paper is to explore how plate tectonics influenced Portuguese and Spanish science textbooks published from the 1960s through the 1980s. For this purpose, a qualitative method based on the concept of didactic transposition is used. The didactic transposition of seafloor spreading evidence such as ridges, rifts and trenches, transform faults, seafloor sediments, the age of seafloor basaltic rocks, the magnetic anomalies on the seafloor, the Benioff zones and the subduction process, and also the didactic transposition of the formation of mountains ranges and island arcs, convection currents, plate tectonics concepts, boundaries and motion, and plate tectonics acceptance are studied in a comprehensive sample of science textbooks. The analysis of textbooks shows that the didactic transposition of seafloor spreading, and plate tectonics started mainly in 1970s Portuguese and Spanish textbooks and had a strong development in 1980s textbooks. No major differences were found between the approaches to plate tectonics in similar age Portuguese and Spanish textbooks. At the beginning of the 1970s, textbooks presented partial evidence for seafloor spreading, such as magnetic anomalies and the characteristics of ridges, rifts and trenches. They also addressed convection currents but only those that were related to geosynclines. In the mid 1970s and in the 1980s, textbooks presented more comprehensive evidence of seafloor spreading, by adding didactical transpositions of transform faults, seafloor sediments and the age of seafloor rocks. They also presented in more detail topics such as magnetic anomalies, the Benioff zones, orogenic processes and the tectonic significance of ridges, rifts and trenches. Plate tectonic theory was presented in major textbooks as widely accepted, and discussions about speculative facts or processes were rare.

A Holistic Approach to Education for Sustainability: Ecofeminism as a Tool to Enhance Sustainability Attitudes in Pre-service Teachers

To achieve an effective Education for Sustainable Development (ESD), teachers should possess appropriate sustainability attitudes to transmit those values to their future students. In this article, a holistic educational intervention around the ecofeminist movement is described and its impact on the sustainability attitudes of 188 pre-service teachers is assessed. The quantitative results with a validated questionnaire reveal an initial high level of sustainability awareness and a statistically significant increase in the environmental dimension after the educational intervention. In addition, the qualitative analysis of the stories and activities for children prepared by the students in a process of didactic transposition confirms their ability to effectively integrate different competencies around a topic. Due to their status as future educators in the early stages of the system, pre-service teachers are relevant to disseminate a holistic view of ESD and we can conclude that ecofeminism is a thematic node that integrates key concept and attitudinal content to achieve that goal.