Resumo

ANDRADE, Kalina Lígia Almeida de Brito. Paulo Freire dialoguing with mathematics. Rev. Diálogo Educ. [online]. 2018, vol.18, n.56, pp.231-252.  Epub 10-Fev-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.056.ao03.

After some reflections on the works of the educator Paulo Freire, we observe how much his teachings and conjectures allied to the theories of other authors like Carrarer, Lorenzato and Fiorentini fit perfectly in the frame of low performance quality that passes the process of teaching and learning of the Mathematics. The author shows with propriety how much it is possible to make the difference in a classroom transforming this scenario of mechanicism, authoritarianism and discontent in an environment where dynamicity, complicity, tolerance and the stimulus to the search for knowledge prevail, where there should be cooperation and effective participation of all those involved in the acquisition of knowledge. We note the need for teachers to (re)signify their knowledge and practices and not rely solely on their training, but to continuously improve and implement innovative proposals, seeking to step out of their comfort zone, making the students understand and build their own mathematical skills, as well as develop critical awareness, by helping them to understand and transform the world around them. Thus, we present a dialogue between the Mathematics that is presented today to our students and the reflections presented by Paulo Freire and other authors, aiming at transforming the condition of banking education in which this discipline is found and which many educators insist on working in a dynamic, creative pedagogical practice that encourages learners to build their own knowledge.

Palavras-chave : Mathematics; Pedagogical Practice; Dialogue.

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