Equidade e Educação Matemática
Equity and Mathematics Education

Guilherme Henrique Gomes da Silva

Resumo


De forma geral, o conceito de equidade é subjetivo. Em muitos casos, as pessoas possuem um entendimento próprio sobre este termo, sendo influenciadas pelo contexto social em que estão inseridas. Na educação matemática, as pesquisas que lidam com o conceito de equidade aproximam-se basicamente de três abordagens, uma materialista, uma liberalista e outra pós-estruturalista. Neste artigo será apresentado um panorama geral sobre estas pesquisas, evidenciando os principais posicionamentos e contradições existentes em relação a este conceito. Em especial, serão destacadas quatro dimensões importantes na busca por equidade em contextos nos quais a educação matemática atua: acesso, realização, identidade e poder. Por fim, tais dimensões serão relacionadas com a ideia de justiça como equidade de John Rawls.

 

Equity concept is subjective in general. Based on social contexts, people develop their own understanding of what equity means. Several researches have addressed this concept in mathematics education from different perspectives such as materialism, liberalism, and post-structuralism. In this paper, I present a discussion of how research in mathematics education dealt with the concept of equity. My main goal is to reflect on the main positions and contradictions regarding this concept. In a particular, I highlight four important dimensions for examining equitable issues in mathematical contexts: access, achievement, identity, and power. Finally, I will relate these dimensions to John Rawls’ ideas about justice and fairness.



Palavras-chave


Equidade; Justiça Social; Educação Matemática

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Referências


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