Mato Grosso : estado de transformação? : a política curricular para a educação matemática no ensino fundamental (2015 – 2017)

Abstract

This research was developed in the Program of Post-Graduation in Education, in the Line of Research Public Educational Policies and Pedagogical Practices. Before the slogan "Mato Grosso: State of Transformation" announced by the current government of Pedro Taques (2015- 2017), the investigation brings as problematic the following question: Which are the meanings of education and mathematical education are being disputed in this curricular policy, when In general, the research aimed to analyze the reconfiguration of the curricular policy for primary education in the state of Mato Grosso, seeking to understand the meanings of education and mathematical education privileged in the curricular texts produced in the period from 2015 to 2017. Specific research objectives were: 1. To analyze the meanings of education and mathematical education in dispute in the curricular documents of the State of Mato Grosso, and 2. To show and problematize the political commitments and the implications for the local public education The theoretical-methodological approach of the study was Policy Cycle by Stephen Ball, Richard Bowe, and Anne Gold, which point to the decentralization of the powers that shape public policy by indicating which meanings circulate in different arenas in the production of policies. Alice Casimiro Lopes and Elizabeth Macedo were the foundations for discussing curriculum as a practice of meaning. The analysis made it possible to say that Mato Grosso's curricular policy, by privileging signifiers such as skills and abilities, knowledge, teaching and learning and quality, the policy intends to pass to schools a vision of coherence of the proposal and also a view that the curriculum is a technical scheme and that its successful application in practice will depend on the teacher understanding this scheme (the relation between knowledge, skills and abilities and learning). Mathematics is then treated as a privileged area of knowledge, so that it is recommended to study the results of external evaluations to plan in all areas of knowledge. It is argued, therefore, that a set of knowledge (supposed to be scientific) should be taught uniformly to students. In this scenario, the slogan of the government "Mato Grosso: State of transformation" is meant as an accentuation of control over schools and teachers, from an increasingly instrumental curricular orientation. Education of (good) quality becomes homogenized, controlling the difference.