This research aimed to analyze mathematics education, from a Critical perspective, in the
daily lives of elderly people and as specific objectives: to describe mathematics in their
daily lives and to identify mathematics throughout the lives of elderly people. The
theorists who base this research are: Skovsmose, D’Ambrosio, Freire and others who
contribute significantly to the construction of references. In order to produce the data,
interviews were conducted with 6 elderly people, 4 women and 2 men. The locus of this
study is the São José Operário community, located in the Bengui neighborhood, in Belém
do Pará. The methodology is based on a qualitative approach, through case study, with
semi-structured interview, focusing on Critical Mathematics Education, anchored in the
studies of Skovsmose (2001, 2005, 2007, 2012, 2021). The results reveal that elderly
people interact with mathematics in their daily and religious activities, they also bring
“traumas” from the methodology used in the past to teach mathematics, since at the time,
traditional teaching was used, based on the use of “palmations”. The categories reveal
that because it is a rigid teaching, there was no continuation of studies, leading them to
informal work, a reflection of a banking education evidenced by Freire, where the student
was a being without opportunities for questioning and reflection in the classroom.
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