Situação Social Contraditória como práxis educativa no processo de humanização: uma proposta metodológica para o Ensino de Matemática e a Educação Escolar ; Contradictory Social Situation as educational praxis in the humanization process: a methodological proposal for Mathematics Teaching and School Education

This report is a reflection of a research whose objectives were to develop the foundations of a methodological proposal called the Contradictory Social Situation, based on the concept of social praxis; and, because of the opportunity, to analyze possible contributions to the Teaching Guidance Activity throughout its historical process being characterized as a theoretical-methodological proposal, supporting human development in its fullest potential. In the movement to characterize the importance of work in the process of human constitution and the contradiction experienced by the working class in the current mode of social production, we recognized the need to develop a methodological proposal for teaching mathematics, committed to the real needs and interests of the working class. The searches conducted in the productions of the Brazilian Institute of Geography and Statistics and the Inter-Union Department of Statistics and Socioeconomic Studies revealed important aspects to be considered in the process of school education, showing that the working class lacks an education that considers the appropriation of theoretical knowledge with the process of understanding, denouncing, and transforming the social reality in which it is inserted. Sánchez Vázquez's concept of creative praxis, used as a category of analysis and method, made it possible to analyze the National Common Core Curriculum, in search of elements that would allow the objectification of an educational proposal, built on the foundations of Historical-Dialectical Materialism. Amid the contradictory aspects presented in its text, we observed the defense of an education that broadens the student's engagement with social issues, aiming towards global development. At the same time, there has been a highlighted need to overcome its narrow conception of citizenship, which ends up limiting training and the ability of teachers and students to intervene in the problematic reality they face. Considering the reality of the worker and the opportunities offered by ...