The National Didactic Book Program (PNLD) and critical Mathematical Education: an analysis of the function concepts and polynomial functions of the 1st and 2nd degrees in the most adopted teaching book in PNLD 2015

• Autor(a) principal: Godoy, Elenilton Vieira
• Data de Publicação: 2018
• Outros Autores: Carreta, Cecy Leite Alves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/107
• topic: Education Mathematics Critical; National Textbook Program; High school; Educación Matemática Crítica; Programa Nacional del Libro Didáctico; Enseñanza Media; Educação Matemática Crítica; Programa Nacional do Livro Didático; Ensino Médio.

The present text is a cut of the master dissertation of one of the authors and aims to: 1) verify if the requirements present in the 2013 Edict of the National Textbook Program contemplate ideas of the theoretical trend Critical Mathematics Education; 2) present the results of the analysis done with the book of the 1st year of Higher Education sold in the last PNLD. The analysis aimed to investigate whether the approach of the subjects related to the concepts of Function and Polynomial Functions of the first and second grades, during the first year, of High School, somehow, contemplate the theoretical trend Critical Mathematics Education. Methodologically, this is a qualitative research. Theoretically, it will rely mainly on Critical Mathematics Education (EMC), however, researches and studies related to the Mathematics textbook will also support the study. The analysis of the 2013 PNLD Announcement indicated that there are elements associated with the ideas defended by the EMC legitimating, to a certain extent, our study with the textbooks of Mathematics. The analysis of the concepts of Polynomial Functions and Polynomial Functions of the 1st and 2nd grades of the book of the 1st year of High School, of the collection most adopted by the participating schools of PNLD 2015 presented unsatisfactorily proposals that contribute to the development of Critical Mathematical Education.