JOGOS DIGITAIS ARTICULADOS À EDUCAÇÃO MATEMÁTICA CRÍTICA E ABORDAGEM CIÊNCIA, TECNOLOGIA E SOCIEDADE (CTS) PARA O ENSINO DE MATEMÁTICA: “DESENHANDO UM CAMINHO”

Abstract

Mathematics, traditionally taught in its abstract and sometimes decontextualized form, has been questioned by pedagogical schools that advocate for the need to make it more meaningful and connected to the social context. Critical Mathematics Education (CME) and the Science, Technology, and Society (STS) approach emerge in this context as perspectives that expand the role of mathematics education by advocating for the development of individuals capable of critically reflecting on the world in which they live. Given these reflections, this research aims to understand digital games as possibilities for articulating Critical Mathematics Education with the Science, Technology, and Society (STS) approach. Based on concerns experienced in the school context, the research proposes rethinking mathematics teaching toward more reflective and socially situated practices, guided by the following question: How can digital games promote mathematics teaching that articulates the assumptions of CME with the STS approach? To answer the guiding question of this study, a Systematic Literature Review (SLR) was conducted, focusing on studies published between 2010 and 2020. The analysis highlighted the growing presence of digital games in mathematics education, although little explored from a critical perspective. The data analyzed through content analysis point to the importance of expanding the debate on the use of digital games as reflective mediation resources, providing theoretical and methodological support for the development of pedagogical proposals committed to critical mathematics education. Based on the mapping conducted, it was possible to conceptualize what was called "Designing a Path," which is characterized as conceptual guidelines that articulate digital games, CME, and STS, grounded in the Design-Based Research (DBR) and Teaching-Learning Sequences (TLS) methodologies. To illustrate its application, the digital game SPENT is used, analyzing how its simulated situations can be pedagogically explored to problematize financial mathematics concepts in dialogue with social and ethical issues. As its main contribution, the research offers a structured path for considering the use of digital games in mathematics teaching from a critical and sociotechnological perspective. "Designing a Path" presents itself as an open guideline that can be revisited, tested, and redesigned in different contexts, reaffirming the dynamic and investigative nature of DBR and TLS. At the same time, it highlights the importance of not reducing digital games to mere motivational tools, but rather understanding them as spaces for reflection, problematization, and civic development.