As discussões reflexivas protagonizadas por um grupo de estudantes do ensino médio integrado ao técnico em um ambiente de modelagem matemática na perspectiva sociocrítica

Abstract

In this research, I sought to understand how reflexive discussions led by students from the Integrated High School with Technical Education (EMiT) take place in a modeling environment grounded in a sociocritical perspective. Supported by a qualitative paradigm of research in education, I developed, as a teacher|researcher and with the help of the teacher-participant of the research, a mathematical modelling environment with EMiT students enrolled in an IT course. With the help of video cameras and voice recorders, we generated the data that were used for the analysis of this research, using students’ discussions as a reference. With the support of research related to Critical Mathematics Education and modelling from a sociocritical perspective, I analysed the constructed data on two levels, in order to identify the reflexive, mathematical and technical discussions that were included in the modelling environment, as well as in order to identify and characterize the contexts and mechanisms that could influence in the emergence, maintenance and occurrence of reflexive reflections. Based on the fulfillment of the specific objectives, I argue how the nature of certain interactions and the students’ backgrounds may be related to the occurrence of reflexive discussions led by EMiT students.