Sentidos de educação e educação matemática em disputa na política curricular em Mato Grosso : os professores de matemática e seus discursos
Data
2020-12-18
Autores
Gois, Eudes Arrais
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Universidade Federal de Mato Grosso
Resumo
This research presents the theme called a curricular policy to mathematics and part of the
problematization of the prescriptive rationality ongoing in educational context, specifically in
the educational state system of Mato Grosso. The interest context of this research has its
historical constitution marked by the reformism that assists Brazil in the 90s. Due to the rising
curricular control of the school via knowledge standardization attempts to be taught-learned, a
series of questions became important: how is it understood the main terms of the policy to the
mathematics teaching in the schools? How do teachers interpret the curricular centralization?
How does the curricular development in mathematics occur? What sense of education and
curriculum are produced in the school space in this process? In such a way, this investigation
is oriented by the following question: how do the curricular development happen in a context
of the expansion of curricular prescription? To this, the aim of this study is to understand how
the mathematics curricular development takes place in the final years of the elementary school
in a prescriptive growth context. In order to develop this investigation, some specific objectives
were raised: 1. Investigating curriculum senses among mathematics’ teachers who work in
schools of the state system; 2. Characterizing the dimensions of the mathematics´ teachers
educational work not considered by the official policies; 3. Discussing the implications of
producing curricular policy in mathematics at school in a prescriptive context. The research
methodology is anchored in the autobiography, considering the subject's perspective as
relational (MILLER; MACEDO, 2018), as well as, a theorization based on the comprehension
of the curriculum as a cultural practice. Thus, the research takes the post-structural perspective
of curriculum, anchored in researchers such as Elizabeth Macedo and Alice Casimiro Lopes,
who discuss curriculum as a discursive practice, supported by Ernesto Laclau and Chantal
Mouffe. To discuss about mathematics education, D’Ambrósio, Fiorentini e Lorenzato,
Ortigão, Bicudo e Borba, David e Moreira, Valente, are the ones used as theoretical basis,
especially because they are recognized authors who produce in the related area. Regarding
empiricism, semi-structured interviews were developed with 04 (four) teachers who work in
different schools of the educational state system of Rondonópolis (MT), having as instrument
of research a semi-structured questionnaire; the research also relies on documentary analysis of
curricular texts produced in the state of Mato Grosso. Regarding the analysis, the research
empiricism, it is important to highlight that the curricular prescription disregards the school as
a place of politics and politics, and, consequently, the curriculum centralization is not
interesting by the perspective of improving the quality of education at school, as it has been
commonly defended by the educational reformers. Tensioning such discussion in the curricular
field, I assume the curriculum as a text, a practice of meaning, which the curriculum is an
integral part of school life, but also it is developed by a series of external actors.
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Citação
GOIS, Eudes Arrais. Sentidos de educação e educação matemática em disputa na política curricular em Mato Grosso: os professores de matemática e seus discursos. 2020. 161 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020.