A construção dos conceitos matemáticos na realidade mundo agrário - Escola Agrotécnica Federal de Santa Teresa, ES

Abstract

The research was developed in Federal Agrotechnical School of Santa Teresa (EAFST-ES), involving the Professional Education and High School students. The students involved in Olericulture and Annual Crop s projects executed action projects involving mathematical concepts used in the practical reality of the projects developed in the Professional Education. Thus, in a transdisciplinary/interdisciplinary perspective through project methods linking the knowledge, we developed: The Mathematical Concepts Building in the Agrarian World Reality. We search approaches and theoretical groundings to meaning the mathematical concepts studies used in the agrarian area. The subjects of the research were involved in courses of different modalities of studies, doing at the same time High School and Professional Education in different schedules. In the Professional Education some of the students studied Olericulture while others studied Annual Crops. The study aimed to propose a new conceptual picture and a new methodology to develop mathematical teaching, developing, this way, the mathematical concepts articulated with the agrarian world reality, turning them more attractive and meaningful, providing a better understanding of them, allowing their use in the problems resolutions either in the daily life, or work, or any other situation that demand the transposition of this knowledge. The results showed a great diversity in the cognitive development, because of the individual, cultural and social differences, and the intrinsic and extrinsic factors have strongly influenced this development. Due to the human being complexity, the research was based on the exploratory study of the data, using methodological procedures of a qualitative research, looking for solutions or, at least, decrease the problematic that the mathematics education faces in the EAFST, through an interdisciplinary/transdisciplinary work, linking the knowledge and transcending them for other situations like social, economic, and politician relationship. In this perspective we practiced the Inclusion Pedagogy, worried about the general and professional formation of the human being, inserted in the social environment, exerting its citizenship and live worthily in a competitive and excluding society. This research was based on epistemological and philosophical knowledge of different theories due to the human being complexity.