A reelaboração de atividades de modelagem matemática do ensino médio divulgadas na forma de relatos de experiências: planejamento, implementação e análise destas atividades em sala de aula

Abstract

This work presents an investigation into the possibility of teachers using Mathematical Modeling as a Pedagogical Practice in their classes, taking as a starting point experience reports already published in the literature of the area, more specifically, in the annals of an event whose field of interest is Modeling from the perspective of Mathematics Education. The investigation aims to identify what can be considered and how adaptations can be made in the (re)elaboration of Mathematical Modeling activities published in event annals, with a view to their use in new educational contexts. In this sense, we chose to consider the Paraná Meeting of Modeling in Mathematics Education, EPMEM, given our context of operation in the north of Paraná. In the six editions to which we had access, 159 experience reports were found, of which 29 were about activities carried out in the context of High School, the level of education of interest in this research. By focusing on the 29 reports, we dedicated ourselves to re-elaborating, implementing and analyzing 5 of these activities for the context of the researcher, also a teacher. Based on the analysis, we present three possibilities for the teacher to use the re-elaboration of these Modeling activities as new classroom practices and, although we recognize that this action is not a simple task, we argue that the possibilities can contribute to the teachers who envisage using Modeling in the classroom even in the face of contemporary challenges that teachers face, especially those in the state education network of Paraná.