Modelagem matemática e o status dos estudantes em grupo

Abstract

In this article, I discuss how Modelling learning environment can favor changes in students’ status, destabilizing the inequalities produced by traditional mathematics teaching. Data are of qualitative nature, derived from participant observation and semi-structured group interview. The subjects were 3rd year class students of the Technical Course Integrated to High School, at the Federal Institute of Minas Gerais, Campus of Governador Valadares. The analysis focus are the actions of a student, who had an exclusion status in decision-making and participation in the activities. The discussion is based on Critical Mathematics Education. The analysis indicates that, despite not being able to state that there were changes in the student’s status, the Modelling activity favored that he had opportunities to partici-pate and position himself in discussions that demanded knowledge about the chosen theme, thus changing, even if momentarily, his status in the group.