Uma proposta pedagógica com modelagem matemática para o ensino de funções no Ensino Médio

Abstract

This paper presents a pedagogical proposal for teaching functions in high school, using mathematical modeling as a central methodology. Based on a theoretical review, I discuss the foundations, importance, and historical development of mathematical modeling in Brazilian education, drawing on authors who advocate for a contextualized and meaningful pedagogical practice. The didactic proposal was structured in three lessons and implemented in a classroom setting with Educação de Jovens e Adultos (EJA) classes, aiming to bring mathematical content closer to the students9 realities. I sought to promote teaching that was more critical, participatory, and connected to students9 experiences, fostering the understanding of concepts through real-world problem-solving. The research adopted a qualitative approach, including a bibliographical survey and the development of a teaching sequence based on mathematical modeling. The lessons were planned based on curricular guidelines, such as the Base Nacional Comum Curricular (BNCC), and guided by theoretical frameworks that value active learning and student empowerment. The classroom experience demonstrated the potential of modeling as a strategy to make teaching functions more accessible, engaging, and relevant for EJA students