The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo project

• Autor(a) principal: de Souza Silva, Emerson
• Data de Publicação: 2017
• Outros Autores: Prenstteter Gama, Renata
• 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/23
• topic: Initial Years; Collaborative Work; Teaching Protagonism; Mathematics curriculum; Anos Iniciais; Trabalho Colaborativo; Protagonismo Docente; Currículo de Matemática; EMAI; Educação Matemática

This work seeks to understand the construction of the curriculum in the initial years of Elementary School, from the teachers' understanding of a new prescribed curriculum and its transformations in terms of pedagogical practices. For the construction of the data, the study used documents about the historical process of Mathematics teaching as well as about the curricular changes that occurred over the years and a school was selected for the application of a questionnaire to all teachers, a school that had adhered to the EMAI Project. The analysis of the EMAI material focused on learning expectations, children's learning hypotheses, referrals to teachers for the development of classroom work as well as the questionnaire, based on Gimeno Sacristán theoretical assumptions about the curriculum (1998, 2000) , which portrayed curriculum levels. The results point to positive aspects of the EMAI Project highlighting the well-elaborated didactic sequences, containing diversified activities and addressing the teaching work from a constructivist and socio-interactionist conception. On the other hand, they point out limitations in terms of pedagogical practice in relation to the need for systematization of concepts, insufficient time for the development of activities and the need for an increase in the number of problem situations in the didactic sequences. The Mathematics Education group at the school prioritizes the curriculum prescribed and presented for a greater understanding by the teachers in a perspective of collaborative work.