Teaching Mathematics in the Basic Education of the peoples of the forest, the waters and the countryside in Rodrigues Alves, Acre

• Grant number: 24/21177-0
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Start date: June 01, 2025
• End date: May 31, 2026
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Vinicio de Macedo Santos
• Grantee: Marcondes de Lima Nicacio
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

This project proposes qualitative research into the teaching of mathematics in rural education. The locus of the research is the rural area of Rodrigues Alves, in Acre, where 83% of the schools are located in the interior of the municipality in areas of forest, rivers and side roads. The general objective proposed for the research is: to understand the ways in which mathematics is taught in the final years of elementary school in rural schools, taking into account the specificities of the peoples of the forest, the waters and the countryside of Rodrigues Alves, Acre. The design proposed for the investigation is the Case Study, as it is an analysis that involves the complexity of social and educational activity, describing it from the representation of the meanings that the social actors bring (Chadderton; Torrance, 2015). From the point of view of research methods, we propose bibliographical, documentary and empirical research based on the following methodological fronts: a) literature review: b) analysis of official documents aimed at education in the countryside, in the rural Amazonian context, and c) field research, with attention focused on observations of pedagogical practices, involving the teaching of mathematics in school institutions and interactions between and with the subjects responsible for the data necessary to understand the objects of study of the investigation, the teachers and school managers. In data analysis, we will use Textual Discourse Analysis (ATD) (Moraes; Galiazzi, 2016).