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This study is part of the Culture, School and Formative Processes in Education research line from the Federal University of Parana (UFPR) Postgraduate Program in Education and aims to propose a dialogue between the theoretical assumptions which underlie the work with Projects in the Reggio Emilia’s Approach and the mathematical educator Ole Skovsmose ideas. Methodologically, it is a qualitative research, which used a bibliographic study as a data collection instrument. The Discursive Textual Analysis, which is a process of construction and comprehension in which new understandings emerge from the collected data, was used for the data analysis. The study showed that the development of projects aims the student participation in the educational process, making it possible to breakdown with the bonds of the traditional teaching, developing their autonomy in the knowledge construction. The idea of ​​project development defended by Skovsmose and Reggio Emilia is not just a different way of organizing an activity, but another way of conceiving the knowledge construction. More than teaching contents, both encourage the students participation based on the doubts and concerns brought by them to the classroom and their daily experiences.

Projetos na escola e o protagonismo da criança: diálogo com Reggio Emilia e a Educação Matemática Crítica