Modelagem Matemática e Novo Ensino Médio: entrelace de diferentes papéis em uma mesma pesquisa

Abstract

My objective with this experience report is to present my perceptions regarding the possibilities of implementing Mathematical Modeling in classes of the formative itineraries of the exact sciences area in the context of the New High School in the state of São Paulo, taking as a bias the simultaneous execution of three roles, namely, of the Mathematics teacher/researcher in Mathematics Education and of the Teaching Supervisor. To this end, I make some considerations regarding the themes involved based on my experience and how the convergences occurred during my professional and academic career. At the end, I present documents sent to the funding agency in which they state what was expected of my participation in the project and what ended up being accomplished. In this movement, I present some complaints and announcements that occurred while performing both roles. I understand that this reflection is necessary to collaborate in research in Mathematical Modeling, to question the way in which public policies enter schools and how research and supervisory action can collaborate so that these policies can be rethought and proposed according to the reality of public schools.