Educação Matemática Crítica e equidade educacional: uma experiência colaborativa de ensino orientada à leitura do território

Samyra Faria Fontes Aljbaae; Josimary de Oliveira Pinto; Kátia Celina da Silva Richetto; Susana Aparecida da Veiga; Ana Maria Gimenes Corrêa Calil; Willian José Ferreira

doi:10.33361/RPQ.2026.v.14.n.43.1539

Authors

Samyra Faria Fontes Aljbaae Universidade de Taubaté - UNITAU https://orcid.org/0009-0009-5385-5348
Josimary de Oliveira Pinto Universidade de Taubaté - UNITAU
Kátia Celina da Silva Richetto Universidade de Taubaté - UNITAU https://orcid.org/0000-0002-7368-1973
Susana Aparecida da Veiga Universidade de Taubaté - UNITAU https://orcid.org/0009-0007-3284-3650
Ana Maria Gimenes Corrêa Calil Universidade de Taubaté - UNITAU
Willian José Ferreira Universidade de Taubaté - UNITAU https://orcid.org/0000-0003-4636-868X

DOI:

https://doi.org/10.33361/RPQ.2026.v.14.n.43.1539

Keywords:

Curricular Justice, Education for Equity, Teacher Education, Mathematical Literacy, Student Engagement

Abstract

Educational dynamics continue to reflect the legacy of a slaveholding past, perpetuating persistent forms of exclusion and marginalization. This study investigates how collaborative teaching practices, grounded in Critical Mathematics Education and the principles of education for equity, contribute to students’ critical engagement and to the problematization of the social inequalities that shape their lived realities. The research adopts a qualitative approach with a critical orientation and was conducted through a workshop with seventh-grade students from a public school in Pindamonhangaba, São Paulo, Brazil, integrating cartography, territorial data, and participatory strategies. The findings indicate that the experience strengthened students’ argumentative mathematical literacy and reaffirmed them as epistemic and politically situated subjects. In addition, it supported the development of critical learning and enhanced student agency. The formative evidence highlights the importance of critical curricular approaches and the central role of teacher education in shaping equitable school practices.

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Author Biographies

Samyra Faria Fontes Aljbaae, Universidade de Taubaté - UNITAU

She earned an M.Ed. (2025) from the University of Taubaté (UNITAU) in the Pedagogical Practices for Equity research line (PED Brasil). She also holds a postgraduate certificate in Digital Education (SENAI, 2023), Licentiate degrees in Mathematics (FANAN, 2013) and Pedagogy (UNIMES, 2018), and a technologist degree in Business Management (FATEC, 2012). Since 2014, she has served as a tenured mathematics teacher in São Paulo’s state public school system, where she develops pedagogical practices that foster collaborative learning and equity in mathematics education.

Josimary de Oliveira Pinto, Universidade de Taubaté - UNITAU

She is a teacher in Basic Education. She holds a Licentiate in Mathematics from São Paulo State University (UNESP) and a B.A. in Pedagogy from the São Paulo State Virtual University (UNIVESP). She completed postgraduate specializations in Special and Inclusive Education (UNESP) and Science and Technology (Federal University of ABC, UFABC), and an MBA in School Management from the University of São Paulo (USP/ESALQ). She is currently a Master’s student in Education at the University of Taubaté (UNITAU) and a member of UNITAU’s Mathematics Pedagogical Practices Study Group (PPMat).

Kátia Celina da Silva Richetto, Universidade de Taubaté - UNITAU

She is an engineer, professor, and researcher. She holds a B.Sc. in Chemistry, an M.Sc. in Mechanical Engineering, a Ph.D. in Materials Engineering, and postgraduate specializations in Distance Education and Occupational Safety Engineering. A Full Professor at the University of Taubaté (UNITAU), she teaches and conducts work in experimental chemistry, physical chemistry, organic chemistry, research methodology, and teacher education. She serves on the faculty of UNITAU’s Professional Master’s in Education, supervising research on Teacher Education and Pedagogical Practices for Equity. As Director of the Institute of Basic Sciences (IBE), she strengthens academic initiatives and takes part in PED Brasil, expanding her role in teacher development and the promotion of educational equity.

Susana Aparecida da Veiga, Universidade de Taubaté - UNITAU

She holds a Licentiate in Mathematics (1999) from the Federal University of Santa Catarina (UFSC), an M.Sc. in Production Engineering with an emphasis in Transport and Logistics (UFSC, 2002), and a postgraduate specialization in Distance Education Technologies (UNICID, 2012). She is an Assistant Professor II at the University of Taubaté (UNITAU) and, since 2005, has taught courses primarily in Financial Mathematics, Applied Mathematics, Financial Education, and Teacher Education. In 2024, she joined the faculty of UNITAU’s Professional Master’s in Education, teaching the sequence Curriculum, Teaching, and Assessment in Mathematics I–III within the track Teacher Education and Pedagogical Practices for Equity. She also participates in PED Brasil (Programa de Especialização Docente), an initiative of the Lemann Center for Educational Entrepreneurship and Innovation in Brazil, in partnership with the Stanford Graduate School of Education and Instituto Canoa, expanding her engagement in teacher development and the promotion of educational equity.

Ana Maria Gimenes Corrêa Calil, Universidade de Taubaté - UNITAU

She holds a Ph.D. and an M.A. in Education (Educational Psychology) from the Pontifical Catholic University of São Paulo (PUC-SP), with postgraduate specializations in Psychopedagogy and Neuropsychopedagogy, and bachelor’s degrees in Economics and Pedagogy from the University of Taubaté (UNITAU). She taught in basic education—municipal, state, and private—between 1987 and 2002. She is currently a Professor of Early Childhood and Primary Teaching Methodology and Educational Psychology in the Department of Pedagogy at UNITAU. She coordinated the Pedagogy program (2012–2019); served in PIBID (Brazil’s Institutional Teaching Initiation Scholarship Program) as Area Coordinator and Management Coordinator; and coordinated UNITAU’s Professional Master’s in Education (2019–2021). She is a member of CONDEP (Department of Pedagogy Council), NDE (Pedagogy Program’s Curriculum Committee), the university council CONSUNI, and the Permanent Education Forum of the municipality of Taubaté. She participates in PUC-SP’s research group Núcleo de Estudos e Pesquisas sobre Desenvolvimento Profissional Docente and serves as vice-coordinator of the CNPq research group “Educação: desenvolvimento profissional, diversidade e metodologias.” Her work focuses on teacher education across public school networks, with research interests in learning to teach, teachers’ professional development, and beginning teachers.

Willian José Ferreira, Universidade de Taubaté - UNITAU

He is a Professor and Researcher in the Professional Master’s in Education (MPE) at the University of Taubaté (UNITAU). He holds a B.Sc. in Physics (UNESP), an M.Sc. in Environmental Sciences (UNITAU), and a Ph.D. in Space Geophysics from Brazil’s National Institute for Space Research (INPE). He participates in PED Brasil, an initiative of the Lemann Center for Educational Entrepreneurship and Innovation in Brazil at the Stanford Graduate School of Education, developed in partnership with Instituto Canoa.

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