O Ensino de Matemática e a Bncc: reflexões a partir dos encontros do Getema

Authors

DOI:

https://doi.org/10.30612/tangram.v7i2.17601

Keywords:

BNCC. Ensino de Matemática. Insubordinação Criativa.

Abstract

In this article we present some of the challenges faced by Mathematics teachers in practice and also in initial formation, towards the proposals of the BNCC for the teaching and learning of the discipline. In this forwarding, we reflect on the role of the teacher in relation to the official document in question, which is normative and defines the group of learning to be developed during Basic Education. The implementation of the proposal demands analysis by the professional who, amidst the suggestions in the official document, can be led both to act as a technical rationalist and as an educator committed to educating students mathematically. The discussions presented are based on the model of creative insubordination, suggested by D’Ambrosio e Lopes (2015), and happened during meetings of Getema, a work and study group in Mathematics Education. This group strove to read and discuss the proposals regarding the teaching of mathematics present at the BNCC, with the aim of debating the interests underlying the official document and thus pointing out ways that stimulate reflective practice as an alternative to a broader vision and, consequently, liberating action.

Downloads

Download data is not yet available.

Author Biographies

André Gustavo Oliveira da Silva, Unespar campus Apucarana

Unespar – campus Apucarana. Dpto de Matemática. Apucarana, Brasil

Fábio Luis Baccarin, Unespar - Apucarana

Professor do Dptoo de Matem´ática Unespar - Apucarana

Lucineide Keime Nakayama de Andrade, Unespar - Apucarana

Professora do Dpto de Matemática da Unespar Apucarana

References

ALVES, F.R.V. (2011). Didática da Matemática. Fortaleza: UAB/IFCE, 2011.

BRASIL. Ministério da Educação. (2018). Base Nacional Comum Curricular. Brasília.

BORDENAVE, J. D. (2004). Ensinar respostas ou aprender a perguntar? As consequências individuais e sociais da Pedagogia Problematizadora. II Encontro sobre estudos com a Metodologia da Problematização, UEL.

D’AMBROSIO, B. S. e LOPES, C. E. (2015). Insubordinação Criativa: um convite à reinvenção do educador matemático. Bolema, Rio Claro (SP), v. 29, n. 51, p. 1-17, abr.

D’AMBROSIO, U. (1986). Da Realidade à Ação: Reflexões Sobre Educação e Matemática - S.P.: Summus; Campinas: Ed. Da Universidade Estadual de Campinas.

D’AMBROSIO, U. (2021). Paz, Educação Matemática e Etnomatemática. Teoria e Prática da Educação, vol. 4, nº 8, junho 2001, Maringá, Paraná. Disponível em: https://docplayer.com.br/21297203-Paz-educacao-matematica-e-etnomatematica-por-ubiratan-d-ambrosio.html. Acesso em 18 ago. 2022.

FREIRE, P. (2021a). Pedagogia da autonomia: saberes necessários à prática pedagógica. Rio de Janeiro, Paz e Terra, ed. Especial.

FREIRE, P. (2021b). Pedagogia da Indignação: cartas pedagógicas e outros escritos. São Paulo, ed. UNESP, 7ª ed.

ROTBLAT, J. (1972). Scientists in the Quest for Peace. A History of the Pugwash Conferences. Cambridge: The MIT Press, p.137-140.

LOPES, A. C. (2018). Apostando na produção contextual do currículo. In: AGUIAR, C. M.; DOURADO, L. F. (Orgs.) A BNCC na contramão do PNE 2014-2024: avaliação e perspectivas. Recife: ANPAE, p. 23-27.

ROCHA, I. C. B. (2001). Formação para a Exclusão ou para a Cidadania? Educação Matemática em Revista, ano 8 – nº 9/10 – abril, 2001. pp. 22 – 31. SILVA, et al. XIII Colóquio Internacional Educação e Contemporaneidade. Anais. Educon, Aracaju, Volume 13, n. 01, p.12-15, set/2019. Disponível em: | www.educonse.com.br/xiiicoloquio Acesso em: 20 de setembro de 2020.

Downloads

Published

2024-07-11

How to Cite

Silva, A. G. O. da, Baccarin, F. L., & Andrade, L. K. N. de. (2024). O Ensino de Matemática e a Bncc: reflexões a partir dos encontros do Getema: . TANGRAM - Revista De Educação Matemática, 7(2), 23 – . https://doi.org/10.30612/tangram.v7i2.17601

Issue

Vol. 7 No. 2 (2024)

Section

Article

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Authors must accept the publication rules when submitting the journal, as well as agree to the following terms:

(a) The Editorial Board reserves the right to make changes to the Portuguese language in the originals to maintain the cultured standard of the language, while respecting the style of the authors.

(b) Authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Attribution-NonCommercial-ShareAlike 3.0 Brazil (CC BY-NC-SA 3.0 BR) that allows: Share - copy and redistribute the material in any medium or format and Adapt - remix, transform, and create from the material. CC BY-NC-SA 3.0 BR considers the following terms:

  1. Attribution - You must give the appropriate credit, provide a link to the license and indicate whether changes have been made. You must do so under any reasonable circumstances, but in no way that would suggest that the licensor supports you or your use.
  2. NonCommercial - You may not use the material for commercial purposes.
  3. Sharing - If you remix, transform, or create from material, you must distribute your contributions under the same license as the original.
  4. No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything that the license permits.

(c) After publication, authors are allowed and encouraged to publish and distribute their work online - in institutional repositories, personal page, social network or other scientific dissemination sites, as long as the publication is not for commercial purposes.