A freirean look at the National Common Curricular Base of Mathematics

Detalhes bibliográficos
Autor(a) principal: Malheiros, Ana Paula dos Santos
Data de Publicação: 2020
Outros Autores: Forner, Régis
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16225
Resumo: This theoretical article aims to analyze and discuss the National Common Curricular Base (BNCC) and its implications in the educational context, based on the ideas of Paulo Freire, with a particular look at Mathematics, our area of ​​expertise. Supported by the qualitative paradigm, we briefly describe the trajectory of the elaboration of the BNCC until its publication, we present a Freirean look at Education, to then analyze the mathematics teaching proposed at the BNCC. This movement aims to denounce what is in place and guide the teaching work, and to guide ways that aim to contribute to a process of defense of Education and that can break with the neoliberal assumptions present in the BNCC. Our reflections converge in movements that suppress the responsibility credited exclusively to the teacher, to the detriment of public policies that involve other members of the school community. On the other hand, we understand that when the teacher is aware of what is behind the Base, it can contribute to changes in the school context.
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spelling A freirean look at the National Common Curricular Base of MathematicsUma mirada freirea em la Base Nacional Común de las MatemáticasUm olhar freireano para a Base Nacional Comum Curricular de MatemáticaEducação Matemática. Paulo Freire. Currículo.Mathematical Education. Paulo Freire. Curriculum.Educación Matematicas. Paulo Freire. Plan de estudios.This theoretical article aims to analyze and discuss the National Common Curricular Base (BNCC) and its implications in the educational context, based on the ideas of Paulo Freire, with a particular look at Mathematics, our area of ​​expertise. Supported by the qualitative paradigm, we briefly describe the trajectory of the elaboration of the BNCC until its publication, we present a Freirean look at Education, to then analyze the mathematics teaching proposed at the BNCC. This movement aims to denounce what is in place and guide the teaching work, and to guide ways that aim to contribute to a process of defense of Education and that can break with the neoliberal assumptions present in the BNCC. Our reflections converge in movements that suppress the responsibility credited exclusively to the teacher, to the detriment of public policies that involve other members of the school community. On the other hand, we understand that when the teacher is aware of what is behind the Base, it can contribute to changes in the school context.Este artículo teórico tiene como objetivo analizar y discutir la Base Curricular Común Nacional (BNCC) y sus implicaciones en el contexto educativo, basado en las ideas de Paulo Freire, con una mirada particular a las Matemáticas, nuestra área de especialización. Apoyados por el paradigma cualitativo, describimos brevemente la trayectoria de la elaboración del BNCC hasta su publicación, presentamos una mirada freireana a la educación, para luego analizar la enseñanza de las matemáticas propuesta en el BNCC. Este movimiento tiene como objetivo denunciar lo que está en su lugar y guiar el trabajo docente, y orientar formas que contribuyan a un proceso de defensa de la educación y que puedan romper con los supuestos neoliberales presentes en el BNCC. Nuestras reflexiones convergen en movimientos que suprimen la responsabilidad atribuida exclusivamente al maestro, en detrimento de las políticas públicas que involucran a otros miembros de la comunidad escolar. Por otro lado, entendemos que cuando el maestro es consciente de lo que está detrás de la Base, puede contribuir a los cambios en el contexto escolar.Este artigo, de cunho teórico, tem por objetivo analisar e discutir a Base Nacional Comum Curricular (BNCC) e suas implicações no contexto educacional, a partir das ideias de Paulo Freire, com um olhar particular à Matemática, nossa área de atuação. Amparados no paradigma qualitativo, descrevemos de forma sucinta a trajetória da elaboração da BNCC até sua publicação, apresentamos um olhar freireano para Educação, para então analisar o ensino de Matemática proposto na BNCC. Esse movimento visa denunciar o que está posto e norteando o trabalho docente, e sulear caminhos que almejem contribuir com um processo de defesa da Educação e que possam romper com os pressupostos neoliberais presentes na BNCC. Nossas reflexões convergem em movimentos que suprimam a responsabilidade creditada exclusivamente ao professor, em detrimento às políticas públicas que envolvam outros entes da comunidade escolar. Por outro lado, entendemos que quando o professor tem a consciência do que está por trás da Base, pode contribuir para mudanças no contexto escolar.Editora UEPG2020-12-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextotextoinfo:eu-repo/semantics/otherapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1622510.5212/OlharProfr.v.23.2020.16225.209209229410.0828Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-14Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-14Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-14Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-14Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-141984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/16225/209209213817https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16225/209209215828https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16225/209209215829Malheiros, Ana Paula dos SantosForner, Régisinfo:eu-repo/semantics/openAccess2022-03-12T12:55:33Zoai:uepg.br:article/16225Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-03-12T12:55:33Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv A freirean look at the National Common Curricular Base of Mathematics
Uma mirada freirea em la Base Nacional Común de las Matemáticas
Um olhar freireano para a Base Nacional Comum Curricular de Matemática
title A freirean look at the National Common Curricular Base of Mathematics
spellingShingle A freirean look at the National Common Curricular Base of Mathematics
Malheiros, Ana Paula dos Santos
Educação Matemática. Paulo Freire. Currículo.
Mathematical Education. Paulo Freire. Curriculum.
Educación Matematicas. Paulo Freire. Plan de estudios.
title_short A freirean look at the National Common Curricular Base of Mathematics
title_full A freirean look at the National Common Curricular Base of Mathematics
title_fullStr A freirean look at the National Common Curricular Base of Mathematics
title_full_unstemmed A freirean look at the National Common Curricular Base of Mathematics
title_sort A freirean look at the National Common Curricular Base of Mathematics
author Malheiros, Ana Paula dos Santos
author_facet Malheiros, Ana Paula dos Santos
Forner, Régis
author_role author
author2 Forner, Régis
author2_role author
dc.contributor.author.fl_str_mv Malheiros, Ana Paula dos Santos
Forner, Régis
dc.subject.por.fl_str_mv Educação Matemática. Paulo Freire. Currículo.
Mathematical Education. Paulo Freire. Curriculum.
Educación Matematicas. Paulo Freire. Plan de estudios.
topic Educação Matemática. Paulo Freire. Currículo.
Mathematical Education. Paulo Freire. Curriculum.
Educación Matematicas. Paulo Freire. Plan de estudios.
description This theoretical article aims to analyze and discuss the National Common Curricular Base (BNCC) and its implications in the educational context, based on the ideas of Paulo Freire, with a particular look at Mathematics, our area of ​​expertise. Supported by the qualitative paradigm, we briefly describe the trajectory of the elaboration of the BNCC until its publication, we present a Freirean look at Education, to then analyze the mathematics teaching proposed at the BNCC. This movement aims to denounce what is in place and guide the teaching work, and to guide ways that aim to contribute to a process of defense of Education and that can break with the neoliberal assumptions present in the BNCC. Our reflections converge in movements that suppress the responsibility credited exclusively to the teacher, to the detriment of public policies that involve other members of the school community. On the other hand, we understand that when the teacher is aware of what is behind the Base, it can contribute to changes in the school context.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-08
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10.5212/OlharProfr.v.23.2020.16225.209209229410.0828
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16225
identifier_str_mv 10.5212/OlharProfr.v.23.2020.16225.209209229410.0828
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dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-14
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-14
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-14
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-14
Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-14
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