| dc.description.abstract | The Dissertation aims to understand, analyze, and problematize how the concept of citizenship is mobilized in mathematics education on Brazilian curriculum policies and documents published by UNESCO between 1996 and 2018. It is a documental research, in which the group of empiric materials is made by two types of documents: curricular orientation documents and documents published by UNESCO. The first analytical movement was thought from the question why learn mathematics and enable to find four justifications why learn mathematics. Among them, it was chosen by the analysis of the group related to citizenship. So, it was questioned how mathematical education and citizenship appear in Brazilian curriculum policies and in documents published by UNESCO in the period in question. Therefore, the research utilized the concept of metamorphosis as an operator, besides the theorization about the cosmopolitan citizen. The second investigation on materials possibilities to understand two analytics focus and their intersection, they are 1) solve problems and make choices and, 2) be prepared for citizenship as an individual responsibility. From this, it is based that in the two groups of documents, happen the fosters of competencies development that works without the mathematics concept, but they are considered as needed for the citizen assumes the responsibility for resolution of all the spheres of the social life. On the other hand, citizenship, while the collective principle of responsibility with the other is decreased. Therefore, this research contributes to the discussion about the relationship between citizenship and education in the Brazilian context, tagged by the fragility of guarantee of rights and duties for the manutention of dignified lives, understood from the accentuation of inequality. | pt_BR |
