Artigo · 2025
A EDUCAÇÃO MATEMÁTICA COMO PRÁTICA FILOSÓFICA diálogos entre razão, cultura e emancipação
Referência (ABNT NBR 6023)
BARROS, João Aranha; CASTRO, Raimundo Santos. A EDUCAÇÃO MATEMÁTICA COMO PRÁTICA FILOSÓFICA diálogos entre razão, cultura e emancipação. Revista Communitas, 2025. DOI: https://doi.org/10.29327/268346.9.23-14.
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Resumo
This article discusses mathematics education from a philosophical, cultural, and emancipatory perspective. Starting from the critique of the technicist and instrumental conception of teaching, it highlights the need to reframe mathematics as a symbolic and political language, situated in social and historical contexts. The study, qualitative and bibliographic in nature, dialogues with classical authors such as Plato, Descartes, and Kant, and contemporary ones such as Freire, Skovsmose, and D’Ambrosio, in addition to contributions from critical pedagogy and ethnomathematics. The analysis shows that mathematics is not neutral, but rather crossed by power disputes and cultural practices, and can act both as an instrument of domination and emancipation. It argues for a pedagogical approach that articulates reason, culture, and cognitive justice, promoting integral and critical formation. It concludes that teaching mathematics is an ethical and political act capable of fostering autonomy, citizenship, and social transformation.