ESTADO DO CONHECIMENTO SOBRE REPRESENTAÇÕES SOCIAIS E O ENSINO DA MATEMÁTICA NO MARCO DA CIDADE EDUCADORA (2013-2020)

Abstract

Through this article we aim to present the main results of Brazilian researches concerning Social Representations, the Teaching of Mathematics and the Educating City, in the time frame of 2013-2020. In order to do so, we conducted a survey with the repository of dissertations and theses in the Catalog of Theses and Dissertations of CAPES and the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Science and Technology, aiming to answer the guiding question: “In Brazil , which scientific productions address Social Representations on the Teaching of Mathematics and its dialogue with the city as an educational space and / or educational territory within the framework of the Educating City? ”. The descriptors which guided this search were the following expressions: “Social Representations” and “Teaching of Mathematics”, and “Educational City”. This literature review revealed that in Brazil there are no scientific productions which address Social Representations about the Teaching of Mathematics and its interlocution with the Educational City. However, there is a small volume of research that interrelates Social Representations with the Teaching of Mathematics. It is important that Mathematics makes sense and is linked to the students' lives, helping them to solve problems and contributing for them to be protagonists in pedagogical action, as well as, in the understanding of the world from their representations.