Filosofia da matemática no ensino médio

Abstract

The purpose of this work was to investigate possibilities of approaching philosophical aspects of mathematics in regular classes of mathematics in Brazilian high school. Assuming that, in this level of education, the emphasis on technical and applicatives aspects of mathematics instead of the historical and philosophical aspects can contribute to the student’s lack of interest and misunderstanding, we searched to highlight philosophical elements about three mathematical contents commonly treated in high school: systems of linear equations, functions and numerical sets. The choices of these themes was due to the potential to contemplate elements foreseen in BNCC and present in mathematics and philosophy textbooks. The methodological guidelines adopted to this study realization include consulting philosophy textbooks indicated by 2012-2014’s and 2015-2017’s PNLD, and the elaboration of proposals of approaches to the referred themes. In these proposals, we highlight the inviting to questioning , the possibilities of imprecisions and the choice of positioning that may support broader, critical and interdisciplinary approaches of the contents in the high school and graduation courses.