Progressão curricular na educação matemática: contribuições para a gestão da aprendizagem nos anos iniciais do ensino fundamental

Abstract

This research aimed to analyze the curricular and pedagogical progression of the Mathematics curricular component, based on curricular orientations, teaching conceptions and ways of organizing pedagogical work in the Early Years of Elementary School. To this end, the organization of school work and the pedagogical approach to teaching were taken into account, considering the specificities of single-teacher teacher training and their implications in view of the guidelines contained in the National Common Curricular Base - BNCC. The study was developed from a qualitative perspective, involving documentary and empirical research with teachers, pedagogues and municipal managers, as well as the BNCC curricular guidelines and the SEMED/Manaus curricular guidelines. Specifically, the research focused on: Investigating the pedagogical changes and organization of school work arising from the BNCC, through the knowledge, skills and abilities of the Mathematics curricular component of the early years of Elementary School; Identify how teachers conceive and carry out the pedagogical process of mathematics education, involving the appropriation of curricular bases, the understanding of the child as a subject of learning and how this appropriation is conceived and carried out by teachers in their pedagogical practice, in the ways in which make and understand the meanings of learning progression. Understand how the municipal education system and the school manage the curriculum and monitor Mathematics education in the Early Years of Elementary School. The findings indicate that thinking about the development of the curriculum, of the pedagogical process requires systematic and new knowledge, seeking to focus and pay attention to this process that is very little invested by the teaching networks, school and teachers, that is, to understand and make the curricular and learning progression; as a condition for advancing the quality of all basic education. As a theoretical basis for the research, we will resort to authors such as D'Ambrósio (1993) focused on the study of Mathematics Education; to Piaget (1980), Delval (1998), Kesselring (1993) and Ramozi-Chiarotinno (1988) regarding child development from the perspective of genetic epistemology, and its relationship with mathematical learning Becker (2003); the curriculum, Lima (2008) and Sacristán, J. G. (2000), professional training, Tardif, M. (2002), Skills and Abilities with Perrenoud (2000) and on educational practice, Zabala (1998). The research theme motivates us in view of the data that leads us to question and reflect on the various problems that imply the progression of learning and the very development of the curriculum, centered on mathematics education. In this research, we understand that, for curricular progression to reach the objectives proposed by the BNCC and by the state and municipal Curricular References, it is necessary to personalize the monitoring of learning, verify and intervene in a timely manner and, above all and more importantly, ensure that the professionals involved in the curricular progression take their places with the competence that is required of them for such function.