Um estudo sobre as mudanças nas propostas oficiais para o ensino de matemática nos anos iniciais (1997 - 2017).

Abstract

This work presents the results of master's research with a qualitative, documentary approach, whose objective was to understand the trajectory of teaching Mathematics for the initial years in the official proposals from 1997 to 2017. The official documents that govern education in the country and, in particular, the curricular proposals for the teaching of mathematics are benchmarks whose function is to guide and even guarantee the quality of mathematical education in the country. These proposals corroborate the need for investments on different fronts, such as continuing education for teachers, a policy of living wages, the best quality of textbooks, the optimization of resources and the availability of diverse teaching materials. An inventory was made based on the official proposals presented in the National Curriculum Parameters of Mathematics (1997) and in the National Common Curricular Base (2017), when it was sought to relate the analyzed proposals with the historical context of their construction, to compare analyzed aspects of each proposal from the analysis of these documents, their possible consequences for the teaching and learning of mathematics in the early years. From this documentary study we tried to answer the research question: what are the main changes that are verified in the official proposals for the teaching of Mathematics in the initial years, between 1997 and 2017? From this inquiry, the analysis was directed through three questions: what, what for and how to teach mathematics in the early years. The first reveals the changes in the proposal of what to teach in mathematics in the early years in both documents. The PCNs present a clearer and more detailed design of what to teach, while the BNCC presents a list of skills, objects of knowledge and skills to be worked on by the teachers with their students. The second shows that the two references affirm the importance of Mathematics in the formation of critical and socially committed citizens. In how to teach Mathematics, the PCNs indicate that the problem situations and the children's experiences are fundamental; the BNCC emphasizes that the study of the objects of knowledge cannot occur in a fragmented way. The educational product resulting from this research will be a continuous training aimed at teachers. This work is concluded by highlighting the need for a continuous discussion about the curriculum and the practices of teaching mathematics in the early years, its and purpose and implications.