Abstract:
The theme of this research is the learning difficulty in Mathematics related to social vulnerability factors. The objective is to understand the approximations between social
9vulnerability and math learning difficulty as seen by High School teachers. The mobilizing questioning of this investigation comes from the idea that the subject of Mathematics, in High School, presents itself as a challenge to a considerable portion of students, and, based on that one questions himself: how do the teachers perceive the relation between social vulnerability and Mathematics learning difficulty? This is a describing research of quali-quantitative imprint which was developed through a bibliographical study in virtual libraries, books, journals; a collection of articles found in indexed journals on the SBEM (Brazilian Society of Mathematics Education); the application of a questionnaire to 36 teachers of the state network of the Regional Coordination of Education in Inhumas, state of Goiás. Among the main theorists who gave support to this research we have D’Ambrósio (2019), Skovsmose (2017), for the foundation related to the mathematical education; Bourdieu (2007), for the understanding of the issue of social vulnerability and Aguilera (2004) and Garcia (1998), for the learning difficulty research. The result pointed to the dawn of the idea of critical mathematics education as a democracy issue and that it is impossible to analyze school inequalities simply as fruits of natural differences among individuals, there should be the consideration of cultural, social and economical factors which interfere in the students’ learning.
