Weaving reflections on critical awareness and the choice of Mathematics textbook

Abstract

This article proposes a reflection on the choice of textbook (TB) and the importance of critical awareness in this process. The result of doctoral research, with a qualitative approach, this text shares its results presenting a new perspective of analysis for the tensions that permeate this theme. We believe that the moment the teacher chooses books has a direct consequence on the students' critical formation process, as this material can contribute both to reproducing the oppressive ideology and challenging students to think critically in the search for equity and social justice. Thus, the choice of TB by the teacher has an impact on the critical formation of students, which depends on the teacher's autonomy and conscience. In summary, critical awareness is fundamental for teachers in choosing TB and in promoting pedagogical practices that empower students to become agents of change.