SOCIAL JUSTICE AND EQUITY IN MATHEMATICS TEACHING: AN INVITATION TO CREATIVE INSUBORDINATION

Abstract

This article aims to understand how academic research focused on Mathematics teaching deals with the relationships between equity, social justice and creative insubordination, this is a qualitative, bibliographical research whose data were collected from the Google Scholar. Three mappings were carried out. In the first, the key expressions "social justice AND equity AND mathematics teaching" were used; "creative insubordination AND mathematics"; and "social justice" AND equity AND "Mathematics teaching" AND "creative insubordination". After a preliminary analysis, with the application of inclusion and exclusion criteria, 13 investigations were selected to be analyzed in this research. The results showed that the research emphasizes the relevance of including pedagogical practices that integrate creative insubordination in Mathematics Teaching, as an imperative for promoting equity and social justice. The research converges on the need to restructure teaching practices, since the traditional teaching model often fails to meet the specific needs of students, sometimes becoming exclusionary and demotivating. In this context, creative insubordination emerges as a viable and pertinent approach, as it values ​​the individuality of each student and contributes to the construction of a more equitable, inclusive and accessible educational environment for all. Thus, this study contributes to the discussion on the importance of a Mathematics Education that not only teaches content, but also promotes social transformation.