Critical mathematics education and gender violence: an experience report in elementary school

This article reports on a pedagogical experiment conducted with seventh-grade elementary school students, linking Critical Mathematics Education and Mathematical Modeling to the discussion of gender violence. The aim of the project was to promote critical thinking and develop statistical skills through the analysis and production of graphs based on real data. This is a qualitative, exploratory, and descriptive study that sought to understand the pedagogical potential of the proposal in the school context. The intervention was organized in three stages: introduction of mathematical content, investigation of topics related to gender inequality, and socialization of results. The students showed high engagement and broadened their understanding of social inequalities, in addition to recognizing Mathematics as a language capable of interpreting reality, as a condition for the process of its transformation. The experience highlighted the potential of the interdisciplinary approach for civic, ethical, and critical education, as well as reaffirming the importance of integrating school content with relevant social issues. https://doi.org/10.21723/riaee. v20i00.2018702