Práticas Sociais de Localização e Mapeamento: uma discussão curricular sobre o conceito de escala

Abstract

Our purpose with this text is to discuss the possible articulations between the Mathematical knowledge built in the social practices and the mathematical knowledge built in the context of adult and youth education. In order to do that, we will focus the discussion in the curriculum question. As an example we will take the special localization and the scale. This example that will be used is part of the research done by some Governmental Health Agents in a Rural settlement. The research, among other aspects, evaluated the mathematical knowledge used in the social practices of localization of these agents, more specifically the proceedings of drawing maps which incorporated the concept of proportion and scale. The analysis and discussion of these data had as matrix the critical curricular theories and the Etnomathematic.