Contextualized education in the teaching of Mathematics : a case study at the Kindergarten and Elementary School

Teaching mathematics as a concept formation process requires rethinking the teacher's role, the conditions for organizing pedagogical work, the way of thinking, feeling and acting in education, the characteristics and interests of students. It needs the entire school community's involvement, presenting the content in a contextualized way, through a problematic situation, Research, Society and Development, v. 9, n. 10, e8739109207, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.9207 3 compatible with a real situation, which has elements that give meaning and construction to the mathematical content. This work sought to broaden the understanding of contextualization in the teaching of mathematics since working with content that is not related to the context in which the student is inserted is not attractive. To this end, a survey was conducted based on a semi-structured interview with the teachers and students of that school, in addition to observations and pedagogical practice. According to the results, the teachers' conceptions are identified and perceived, showing that the methodologies used by them in a contextualized way provide meaningful learning, since teaching is an active, evolving process about contextualization and its contribution to the learning of the students of this school, the research also shows how the contextualized teaching of mathematics is evaluated and the importance of bringing innovative, motivating and meaningful situations to classrooms. Therefore, it is understood that Contextualized Education in the teaching of mathematics enables the construction of the student's knowledge according to his reality, mainly due to the applicability of Mathematics, stimulates creativity, investigation, critical analysis of results and contributes significantly to the teaching-learning process.

8 The thematic projects of Contextualized Education proposed and put into practice by E.E.I.F. Manoel Rodrigues do Nascimento, from January 2014, highlighted the themes highlighted: "Water", "Semi-arid", "Storytelling" and "Sovereignty and Food and Nutritional Security". Such themes worked on are related to living with the Brazilian semiarid.

Data collection instruments
Problem situations were elaborated in the form of a questionnaire, according to the mathematical axes, introducing to each thematic through exemplification and contextualization, some programmatic mathematical contents, as well as assigning the instruments used in its realization; As well as, a semi-structured interview presenting the responses of two mathematics teachers from E.E.I.F. Manoel Rodrigues do Nascimento and the responses of four elementary school students, specifically from the 6th to the 9th grade, according to the questions proposed in the interview script about contextualized education in the teaching of mathematics.

Semi-structured interview
The research started with an interview with two mathematics teachers and students from that school. Then, two questionnaires (interview scripts) were elaborated: one for the two mathematics teachers, containing 10 questions, highlighting points of view about their perceptions and their ways of acting in the classroom; and another for twelve elementary school students (interview script containing 5 questions, chosen at random, with students from the various grades/year of elementary school, that is, comprising students from the 6th to the 9th grade), highlighting the opinions and reflections on their perceptions concerning classes contextualized in the teaching of mathematics.
The interview conducted with the teachers understood and/or considered in the questionings some personal, professional, and academic data of these, in addition to specific questions about the experiences acquired by each teacher with the practice of contextualized teaching of mathematics. It involved central issues the nature of the teachers' experiences through contextualization; the way they concretize them in their mathematics classes and the situations proposed in the classroom as promoters of subject-situation interaction. Also to operationalize and complement the data collection, an interview was conducted with the students, understanding relevant aspects such as personal data, academic career, and the Research, Society and Development, v. 9, n. 10, e8739109207, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.9207 9 importance of contextualization, aiming to verify their degree of satisfaction with the classes and describe their conceptions and opinions about the learning acquired through contextualized teaching of mathematics.

Problem situations and axes of mathematics
In addition to this semi-structured interview, these teachers' classes were observed to have the previous contact with students and teachers, so that, at the time of the interview, they could be more comfortable talking. In four weeks, 16 classes were attended by the two mathematics teachers interviewed, with an average of 8 classes from each teacher. Problem situations were applied by inserting some mathematical content applied in the didactic books of Elementary School (6th to 9th grade), relating the themes of the Contextualized Education project worked at Manoel Rodrigues do Nascimento school, that is, contextualizing according to what was programmed in the curriculum proposal.
There is only the purpose of working with the axes of mathematics: number and operations, quantities and measures, space and form and treatment of information, when learning is applied to the students' life context, that is, to make them realize that they are learning that series of mathematical concepts to use them in everyday situations. Working with problem situations provides this applicability. Software. Research, Society and Development, v. 9, n. 10, e8739109207, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.9207

and, mainly, the responsibility of students in the process of building their knowledge (Prof. A).
Contextualizing is a pedagogical practice that characterizes the school environment and its particularities to a living, active individual, having as its starting point the execution of an educational action that intercept constitutive elements in the student's school life with the contents applied in the classroom at a step that those significantly reinforce their understanding as they are adequately correlated (Prof. B).
In the perception of the interviewees who seek to develop the knowledge related to the life of their students, they create a great social appreciation because they represent the materialization of the efforts of various actors or collective subjects that not only they build a new educational proposal as well as promote the self-criticism of their teaching (Silva, 2018 Thus, it is perceived that it is very relevant to investigate the understanding and positioning of teachers about contextualization in mathematics teaching. The teachers' consideration when asked about the methods they use to contextualize the subject of mathematics relating to the themes of the Contextualized Education Project of the school under study are transcribed below: Development, v. 9, n. 10, e8739109207, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.9207 However, the contextualized treatment of knowledge is one of the resources that the school has to remove the student from a passive spectator's condition. The idea that the teaching of mathematics should be contextualized and its activities linked to reality has been gaining more and more space in various authors' speeches and research. In this sense, teachers need to rethink the elaboration of activities, enabling students to take concrete actions that lead them to reflect and experiment with different ways of assimilating mathematical and geometric concepts and contents.

Final Considerations
At the end of this work, as significant as the path taken during the investigation process, was the challenge of being able to outline ideas on the guiding questions of the research, such as teachers' conceptions about contextualization, the contributions that this resource can bring to student learning, as well as how these conceptions are carried out in the mathematics teaching practices of the teachers participating in this study. Thus, from the analysis of the data collected, some considerations were made.
This work shows that the teaching of mathematics contextualized as a form of articulation with other knowledge should be seen as another teaching tool, offering students a new learning way. In this way, the educator instigates the student to research and learn together, being, in fact, a continuous exchange of information, using different teaching methods and appropriate to the context. Based on this, this work's objective was to investigate the teaching practices of E.E.I.F. Manoel Rodrigues do Nascimento. In this approach, the reported data were intended to analyze some units of the mathematics teaching universe, paving the way for a later understanding of the generalities of the theme or, at least, to establish the bases for an upcoming more systematic and precise investigation.
Given these considerations, it is clear that the entire path taken in this research indicates the need for further studies to understand the role of contextualization within mathematics teachers' pedagogical practice. Thus, it is necessary to advance this discussion, to elaborate projects as it is being carried out in the school mentioned in the case study of this work; verify the contributions of contextualization in the mathematics learning process; analyze a practice that brings contextualization as a resource for classes or to carry out contextualized intervention work in a classroom, but these are, for now, suggestions for work to be performed later.
Finally, it is understood that Contextualized Education in the teaching of mathematics enables the construction of the student's knowledge according to his reality, mainly due to the applicability of mathematics, stimulates creativity, investigation and critical analysis of results, contributing in a way essential for the teaching-learning process.