Keywords
Creative insubordination
Narrative
Mathematics education
How to Cite
Abstract
The purpose of this article is to show how the opposition regarding the curriculum, manifested in the narrative
of a mathematics teacher in the early years of primary school, can promote the learning of ethics and solidarity
values. We will discuss class narratives in which acts of insubordination of the teacher were identified as
promoting the ethical education of 7-year old children. Through pedagogical action guided by questions and
problems, the teacher contemplated social equity issues and the understanding of children's rights and the
struggles of society to ensure the welfare of all. The students proposed and implemented activities within their context and at their cognitive level, showing solidarity towards the underprivileged and evidence of ethical and
moral development.
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