The critical pedagogy of Paulo Freire in Mathematics Education

Meanings and attributions

Abstract

Considering the various challenges that makeup Mathematics Education, the objective of this article is to project a theoretical panorama based on Paulo Freire's critical pedagogy based on the production of meanings that can contribute to the theoretical situation of Mathematics Education. Following this objective, the following guiding question is projected: what meanings produced since the books Pedagogy of Autonomy (2002) and Pedagogy of the Oppressed (1994) can be projected into Mathematics Education? Aiming to achieve the proposed objective, it focuses on critical pedagogy and Franco-Brazilian Discourse Analysis in the light of Orlandi (2002, 2007, 2012) to produce meanings moved by knowledge, teachers and students, and the school, crossed by Mathematics Education. Throughout the text, Critical Mathematics Education and Ethnomathematics are presented as possibilities for the implementation of critical pedagogy, as well as figures that help to think about the practical field of theories in favor of improving a conceptual domain. The text ends by providing a series of central meanings of Freire's theory that allows an initial direction for an identity of teachers, students, and schools centered on the principles of emancipation, curiosity, humility, and dialogue.