HUMAN RIGHTS AND MATHEMATICAL EDUCATION IN HIGH SCHOOL: AN INVESTIGATION OF THE SITUATION OF FEMALE WORKERS USING STATISTICS

Abstract

In a reality in which a large part of public-school students comes from situations of social vulnerability and in which the fundamental rights that belong to them are systematically violated, there is an urgent need to build educational paths to educate in Human Rights. This demand, however, needs to be a concern for all school subjects, including Mathematics, usually seen as a neutral and apolitical subject. In this work, we show that it is possible to break with this stigma and promote Education on Human Rights in Mathematics classes. We present a didactic-pedagogical strategy, supported by Freirean problematization, with a view to the shaping of subjects of rights, in which we highlight the female workers who deal daily with the double burden and underestimation in the labor market. We highlight the methodology of development of the activity, its structure based on the immersion-emersion-reimmersion proposed by Paulo Freire. The respective pedagogical progress, resources and materials were implemented in Mathematics classes in two High School seniors’ classes of a State School and a Federal School in the city of Niterói - RJ, during the first semester of 2019. The qualitative analysis of the achievements showed that the activity allowed students to: investigate the situation of female workers locally and nationally; appropriate and use statistical tools to analyze it critically and perceive themselves immersed in a reality in which Human Rights are not fully exercised by them or by these aforementioned women.