Abstract
This article analyzes changes in teachers' work in an elementary school in Palmas, Tocantins, Brazil, while using mathematics contents to develop a project on child labor. The research was developed through participant observation of lessons and pedagogical planning meetings, and interviews with teachers. The analysis, based on the Cultural-historical Activity Theory, highlighted the tensions in the Activity when teachers focused their actions on the development of the Project Escravo Nunca Mais (No longer a slave) to raise awareness of child labor in the region. We noticed changes in teachers' Activity, using mathematics contents as tools to mediate their actions, directed towards children’s awareness of child labor in the region. In the scope of the project, the focus on mathematics teaching changes as it accommodates the sociocultural and political dimensions with the teaching for external assessment.
Keywords
Mathematics teaching; Elementary school teaching; Cultural-historical activity theory; Child labor