THE DIALOGUE IN MATHEMATICAL MODELING PRACTICES IN THE EARLY YEARS OF ELEMENTARY SCHOOL:
manifestations and contributions to student's education
This dissertation aims to analyze the dialogues in the classroom, presenting their contributions to the formation of students. The theoretical references used refer to Mathematical Modeling, Critical Mathematics Education and dialogue in Education, based on Paulo Freire's studies on dialogue and Alro and Skovsmose, specifically on dialogue in Mathematics Education. The research was qualitative in nature. The data were produced in the context of a classroom of the fifth year of Elementary School and elaborated based on the development of a Mathematical Modeling practice focusing on the theme “Air Pollution”. Data includes: audio and video recordings, field notebook, student productions and a questionnaire. As possible results of the research, the different forms of expression of dialogue in practices will be highlighted, such as dialogic acts, the Investigative Communication Model, among others. Possible results are also the contributions of dialogical practices for the formation of students, such as initiative in learning, initiative and autonomy in the search for solutions, ability to use mathematics to understand reality, ability to use mathematics to reflect and position oneself critically , ability to dialogue, confidence to communicate ideas, confidence and autonomy to make decisions and development of citizenship.