(Universidade Federal do Vale do São Francisco, 2023-12-28) Oliveira de Jesus, Samuel; Carvalho da Silva, Fabrício; http://lattes.cnpq.br/7014017382734722
In the educational sphere, and in other contexts, there is a prejudice that free software is more complex, less reliable and of lower quality. This view is often fueled by a lack of understanding about the principles, properties and potential of these technologies, as well as by misconceptions spread by the media and the market. This work sought not only to compare proprietary and free software in mathematics education, addressing trends, alternatives and licenses, but also to offer a comprehensive view of the elements that permeate this analysis. During the research, crucial topics were explored, such as intellectual property (Chapter 2), the clear distinction between program and software (Chapter 3), presentation of the main types of software and licenses (Chapter 4), and Public Domain (Chapter 5). In Chapter 6, we present the research results, including the comparison between proprietary and free software, grouped by fields of activity in mathematics teaching and thematic units of the mathematics curriculum according to the BNCC. The study addressed the nuances of licenses associated with each type of software, providing a solid basis for informed decisions in the educational environment, promoting more conscious and ethical use of technology.
