TENSIONS IN THE SERIAL DEVICE: MATH CURRICULUM IN A MULTI-GRADE SCHOOL

• Autor(a) principal: Panni, Mari Teresinha Alminhana
• Data de Publicação: 2020
• Outros Autores: Duarte, Claudia Glavam
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9371
• topic: Curriculum; Multiseriation; Mathematics; Currículo. Multisseriação. Matemática.

This article aims to identify and analyze the tensions that Multiseriation causes in the form of serial school organization, specifically regarding the mathematics curriculum. The research was conducted at a multi-grade school located in the interior of the state of Rio Grande do Sul and had as central questions: How the multiserial organization proposed by the José Martins Correa Filho State Elementary School in Santo Antônio da Patrulha / RS intends the device of Seriation? And what resonances can such tensions cause in the school math curriculum? The theoretical and methodological tools used are linked to the production of the philosopher Michel Foucault with emphasis on the concept of device. The analytical exercise performed tried to problematize the resonances that the tensions caused by the Multiseriation provoked in the mathematics curriculum, evidencing a practice that eventually broke the hierarchy and linearity of the mathematics curriculum developed in the classroom. Finally, Multiseriação is a model of challenging curricular and methodological school organization for the teacher, because in the face of such an organization the teacher reinvents the school space, its methodologies, curriculum and assessments. However, there is a need for more interventions in the training of teachers to work with classrooms / multi-grade schools