A Modelagem Matemática e o caso da silagem de milho no Assentamento Rio Preto/TO

Abstract

This Dissertation focuses on the construction and development of Meaningful Learning based on the studies of Ausubel, Novak, and Hanesian (1963), as well as Critical thinking using Mathematics, under the guidance of Moreira (2000), for students in a school located in a Settlement in the state of Tocantins. It employs Mathematical Modeling (Biembengut and Heim, 2000) as a teaching and learning strategy. In the midst of the obstacles that surround this educational process, our research question is: How can Mathematical Modeling provide Meaningful and Critical Teaching and Learning in the daily practices of students from the Rio Preto Settlement in Tocantins? To seek answers to our question, the objective is to understand Mathematical Modeling as a estrategy for Meaningful and Critical Teaching and Learning in the daily practices of students from the Rio Preto Settlement in Tocantins. Regarding the methodological procedures, we opted for the qualitative approach (OLIVEIRA, 2007), in which knowledge is conceived as a socially constructed process through reality and is investigated in depth and in its real context. Therefore, we conducted a Case Study (YIN, 2015) since the boundaries between the phenomenon and the context cannot be clearly evident, given their multiple dimensions. The research took place in the Rio Preto Settlement located in Araguaína, Tocantins, and the participant members were students in the 9th grade of Elementary School, with whom we lived and followed the development of practices with Mathematical Modeling stemming from the entire process of Corn Silage. The collected information comes from participant observation, interviews, and concept mapping, and for analysis, we used Pattern Combination (SINKOVICS, 2018), which involves comparing a theoretical pattern – in our case, Meaningful Learning and Critical Meaningful Learning – with an observed empirical pattern. In this study, the process of Corn Silage. Regarding the results, we observed the potential of "Critical Meaningful Mathematical Modeling" as a classroom strategy in which mathematical knowledge is discussed together with students' concepts and experiences, bringing real-life problem situations from their daily lives to be problematized and critically examined in the school environment.