Year: 2025
Type: article
Abstract: This research aims to reflect on the possibility of a Mathematics Education that considers the territories of schools and students, promoting a territorially referenced approach. The study contrasts official curriculum documents in Brazil with academic production in the field, with the aim of providing a Mathematics Education that, based on the territories of each school and its students, constitutes a tool for reading, interpreting, and intervening in these realities, with a view to promoting social justice. The methodology involved the analysis of recent national curriculum documents and a bibliographic review on the CAPES Journal Portal, culminating in proposals to rethink the Mathematics curriculum, incorporating the concept of territory, based on two professional master's degrees.
Source: Educação Matemática Debate
Institution: Universidade de São Paulo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7080309819
FWCI:
Cites:
Cited by:
Related to: