Foregrounds of students in a field school: an analysis in the light of the critical mathematics education

Authors

DOI:

https://doi.org/10.30612/tangram.v8i1.19604

Keywords:

Critical Mathematics Education, Foreground, Students of Elementary School from Field School

Abstract

This research was developed within the framework of a master's degree that is anchored in studies on field education and critical mathematics education (CME). It is particularly interested in the concept of foreground, which, in turn, refers to the background and middleground. The article presents part of the research that aimed to identify and analyze the activities carried out by 31 students in the 8th and 9th grades of elementary school at a field school in the Agreste of Pernambuco, their desires and dreams, and the importance they attributed to the mathematics studied at school for their future. The data were produced using the following instruments: a questionnaire with students, an interview with a community representative, and a documentary study with a source in the IBGE Automatic Recovery System (Sidra) to identify the productive activities in the place. The data show that at the time of the survey, they were mainly carrying out domestic, study, and leisure activities. Most students answered that they intended to attend high school in an urban area, leaving the rural areas in search of new opportunities; and that mathematics could contribute to social advancement. These results align with the community representative's answer when he revealed the tendency toward rural exodus and the failure to recognize the rural territory as a place of opportunities. The identification of students' foregrounds and the link with their backgrounds and middlegrounds provide important clues to guide mathematics teaching in field schools.

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Author Biographies

Edson Carlos Sobral de Sousa, Universidade Federal de Pernambuco

Mestre em Educação Matemática e Tecnológica pela Universidade Federal de Pernambuco (UFPE). Professor da Educação Básica vinculado a Secretaria de Educação e Esportes de Pernambuco (SEE-PE). E-mail: edson.sobral@ufpe.br

Iranete Maria da Silva Lima, Universidade Federal de Pernambuco

Doutora em Matemática e Informática pela Université Joseph Fourier (Grenoble-FR), com pós-doutorado em Didática da Matemática pelo Institut Français de Éducation; École Normale Supérieure de Lyon e pós-doutorado em Educação, com ênfase em Educação do Campo, pela Universidade Federal do Pará (UFPA). Professora e pesquisadora da Universidade Federal de Pernambuco (UFPE). E-mail: iranete.lima@ufpe.br

References

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Published

2025-09-14

How to Cite

Sousa, E. C. S. de, & Lima, I. M. da S. (2025). Foregrounds of students in a field school: an analysis in the light of the critical mathematics education. TANGRAM - Revista De Educação Matemática, 8(1), e025015. https://doi.org/10.30612/tangram.v8i1.19604

Issue

Vol. 8 (2025)

Section

EDIÇÃO TEMÁTICA: EDUCAÇÃO MATEMÁTICA CRÍTICA

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