Tipos de comunicação que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo

Abstract

Field Education emerges from the struggles of rural social movements, especially the MST, in favor of a transformative emancipatory education that encompasses social, political and cultural references in its teaching context. This research is developed circumstance of Field Education and Critical Mathematics Education, with the objective of analyzing the types of communication that emerge from the Learning Environments established by students and teachers in a school located in a rural community. The present research was structured in three specific objectives: i) carrying out a Systematic Literature Review, on the Capes journal portal, in order to understand how the teaching of Mathematics, in the context of Field Education, has been problematized in the area of Education Mathematics; ii) analysis of the textbook used at school, the locus of the research, in order to identify the types of communication that emerge in the classroom from the Learning Environments present in the teaching materials used; iii) observations of the Mathematics classes of a 6th grade class aiming to discuss the types of communication in order to favor the appearance of dialogues. In the process of data collection, with the observation of the class, the classes were audio-recorded and transcribed to compose the corpus of the research. Among the results achieved, it is noteworthy that despite the increase in the number of works that are willing to discuss between Rural Education and Mathematics Education, most of these studies address the peasant context without problematizing social, political and cultural issues, only replacing mathematical terms by terms common to the field. Regarding the analyzed didactic material and the pedagogical practice guided by it, we infer that the reality that it proposes to problematize does not match the experiences of the subjects who use it. There is a predominance of Learning Environments that configure the paradigm of the exercise list that do not favor the appearance of dialogues, maintaining the communication pattern centered on the teacher, reverberating in a pedagogical practice absent from political and democratic contexts referring to the students' reality. Finally, we propose that the scenario for investigation and/or moving through the different learning environments can offer rural students a meaningful Mathematics learning, with a teaching consistent with critical conceptions of understanding and comprehension of the development of the instituted society.