Identidade camponesa em atividades matemáticas para escolas do campo

Abstract

The present research had as its central theme the peasant identity in specific textbook activities for rural schools. The guiding question of the study was: How do the mathematical activities present in textbooks of the PNLD Campo Program, for the early years of Elementary School, address peasant identity? The research report is organized in a collection of articles format, presenting three articles, guided by three objectives: to understand how the research approaches the National Program for the Textbook of the Countryside and the relationship with the principles of Countryside Education; to present an understanding of the concept of peasant identity, based on the regulatory frameworks of Rural Education; to discuss the possibilities of dialogue with peasant identity in mathematical activities present in textbooks from the early years of elementary school for rural schools. We used a qualitative approach and document analysis, focusing on textbooks for teaching mathematics in the early years of elementary school in rural schools. The concepts used in the research were the identity, approached by Stuart Hall, and the dialogue based on Critical Mathematics Education. The results pointed to concerns focused on more complex issues involving the relationship between the textbook and the field context, which may go unnoticed by the criteria for choosing textbooks in guides and public notices. The existence of four aspects of peasant identity, which, regardless of the particularities of each community, can be considered part of the subjects of the entire territory, namely: Family Agriculture, Agroecology, Traditions/Mystique, Social Organizations, leading to consider what peasant identity constitutes if through shared culture and historical cultural identity. The collection of textbooks analyzed has few activities that refer to aspects of peasant identity but depending on the way in which teachers carry out the activity, it may enable a dialogue between peasant identity and mathematical content, through investigations related to the context of student life. As implications of this research, we highlight the need to maintain and improve the collections, with a view to providing more frequent dialogue between mathematical content and peasant identity.