As concepções do professor de Matemática na sala de aula: como lidar com a diversidade dentro do espaço escolar?

Abstract

Considering that the school is a diverse environment and that different subjects are constituted also passing through this place, this dissertation sought to expose the preconceptions of Mathematics teachers regarding social themes that usually are not addressed in STEM. For this, with the aid of Oral History, we interviewed graduates in Mathematics, in the city of Juiz de Fora, state of Minas Gerais, inserted in three different educational contexts: recently graduated teachers, public school teachers and private school teachers. Aiming at a better data collection, we made sure that no interviewee was included in more than one of the aforementioned educational contexts. Understanding that we will address topics that go through historical and personal issues, we aim to provide Mathematics educators with work that was carefully and technically prepared to help them address topics such as Racism, LGBTQIA + Community, Gender and Sexuality and Bullying. In addition, we hope to leave the hierarchical and rigid place that our discipline places us, thus being able to, in conjunction with the educational product, initiate social debates and broaden our understanding of the diversity that make up the school environment