MATHEMATICAL MODELLING AND CRITICAL MATHEMATICS EDUCATION: A POSSIBLE INTERLOCUTION

Abstract

In this article, we aim to identify the aspects that characterize the socio-critical perspective of modelling in mathematics education practiced by the Coletivo Crítico research group. Modelling can be understood as the search for solutions to problems with reference to reality through mathematics. From a socio-critical perspective, the purpose is also to discuss critical issues and the role of mathematics in society. In the studies carried out by the group, this orientation is mainly based on the critical mathematics education. Based on the analysis and discussion of some articles produced by the Coletivo Crítico, we looked for aspects that could characterize modelling practices from a socio-critical perspective. From our analyses, we highlight that, in addition to the natural aspects of practices in this perspective, the group’s studies reveal: i) a tension, little observed in other works, in the mathematical component of modelling; and ii) a search for transformations in educational realities through the existing dialectic relationship between pedagogical practice and research.