The National Curricular Common Basis and the forms of subjectivation of the Mathematics teacher

Detalhes bibliográficos
Autor(a) principal: Fonseca, Letiane Oliveira da
Data de Publicação: 2021
Outros Autores: Fonseca, Márcia Souza da, Quevedo, Jaíne Telles, Correa, Mônica Roxo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação e Políticas em Debate
Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/55011
Resumo: The article proposes a debate concerning the propositions of the National Curricular Common Basis (NCCB) and its impacts in the training of teachers who teach mathematics. In order to do so, the main question is: “Which profile of Math teacher at Elementary Schools is expected by the NCCB?”. The discourse analysis was used in the understanding of relations of power that arise from the Basis discourse. Concerning the curriculum, school knowledge and subjectivations, Apple (2001 e 2006) and Silva (1999) supported the discussions, enabling the perception that the NCCB, as a guiding document, suggest Mathematics as a human science — produced by different social groups. However, it presents a hegemonic discourse, prioritizing certain knowledge and skills.
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spelling The National Curricular Common Basis and the forms of subjectivation of the Mathematics teacherLa Base Nacional Comum Curricular et les formes de subjectivation du professeur de mathématiquesA Base Nacional Comum Curricular e as formas de subjetivação do professor de MatemáticaPolítica educacionalCurrículo e poderFormação MatemáticaEducational policyCurriculum and powerMathematical trainingPolitique éducativeProgrammes d’enseignement et pouvoirFormation en mathématiquesThe article proposes a debate concerning the propositions of the National Curricular Common Basis (NCCB) and its impacts in the training of teachers who teach mathematics. In order to do so, the main question is: “Which profile of Math teacher at Elementary Schools is expected by the NCCB?”. The discourse analysis was used in the understanding of relations of power that arise from the Basis discourse. Concerning the curriculum, school knowledge and subjectivations, Apple (2001 e 2006) and Silva (1999) supported the discussions, enabling the perception that the NCCB, as a guiding document, suggest Mathematics as a human science — produced by different social groups. However, it presents a hegemonic discourse, prioritizing certain knowledge and skills.Cet article propose un débat sur les propositions de la Base Nacional Comum Curricular (Base Nationale Commune des Programmes d’Enseignement, en français) et leurs impacts pour la formation des professeurs de mathématiques. Dans ce but, la problématique suivante est soulignée : « Quel profil de professeur qui enseigne les Mathématiques au Ensino Fundamental est souhaitable par la BNCC ? ». L’analyse discursive a été employée pour la compréhension des relations de pouvoir qui ressort du discours de la Base. En ce qui concerne les programmes d’enseignement, la connaissance scolaire et les subjectivations, Apple (2001 ; 2006) et Silva (1999) constituaient la base théorique des discussions de ce travail, en rendant possible la perception selon laquelle la BNCC, en tant que document d’orientation, suggère les mathématiques comme une Science Humaine – produite par des différents groupes sociaux ; par contre, le document présente aussi un discours hégémonique, qui donne priorité à certains savoirs et compétences.O artigo propõe um debate acerca das proposições da Base Nacional Comum Curricular (BNCC) e os seus impactos na formação de professores que ensinam Matemática. Para tanto, destaca-se como problemática: “Qual perfil de professor que ensina Matemática no ensino fundamental é desejado pela BNCC?”. A análise discursiva foi utilizada na compreensão das relações de poder que emergem do discurso da Base. No que concerne ao currículo, ao conhecimento escolar e às subjetivações, Apple (2001 e 2006) e Silva (1999) subsidiaram as discussões, possibilitando a percepção de que a BNCC, como documento norteador, sugere a Matemática como uma ciência humana — produzida por diferentes grupos sociais — contudo, apresenta um discurso hegemônico, priorizando certos saberes e competências.Universidade Federal de Uberlândia2021-01-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/5501110.14393/REPOD-v10n1a2021-55011Revista Educação e Políticas em Debate; v. 10, n. 1 (jan./abr. 2021); 469-481Revista Educação e Políticas em Debate; v. 10, n. 1 (jan./abr. 2021); 469-481Revista Educação e Políticas em Debate; v. 10, n. 1 (jan./abr. 2021); 469-481Revista Educação e Políticas em Debate; v. 10, n. 1 (jan./abr. 2021); 469-4812238-8346reponame:Revista Educação e Políticas em Debateinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/55011/31158Copyright (c) 2021 Revista Educação e Políticas em Debateinfo:eu-repo/semantics/openAccessFonseca, Letiane Oliveira da Fonseca, Márcia Souza da Quevedo, Jaíne Telles Correa, Mônica Roxo2022-09-15T20:23:35Zoai:ojs.www.seer.ufu.br:article/55011Revistahttps://seer.ufu.br/index.php/revistaeducaopoliticasPUBhttps://seer.ufu.br/index.php/revistaeducaopoliticas/oairevistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com10.143932238-83462238-8346opendoar:2022-09-15T20:23:35Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv The National Curricular Common Basis and the forms of subjectivation of the Mathematics teacher
La Base Nacional Comum Curricular et les formes de subjectivation du professeur de mathématiques
A Base Nacional Comum Curricular e as formas de subjetivação do professor de Matemática
title The National Curricular Common Basis and the forms of subjectivation of the Mathematics teacher
spellingShingle The National Curricular Common Basis and the forms of subjectivation of the Mathematics teacher
Fonseca, Letiane Oliveira da
Política educacional
Currículo e poder
Formação Matemática
Educational policy
Curriculum and power
Mathematical training
Politique éducative
Programmes d’enseignement et pouvoir
Formation en mathématiques
title_short The National Curricular Common Basis and the forms of subjectivation of the Mathematics teacher
title_full The National Curricular Common Basis and the forms of subjectivation of the Mathematics teacher
title_fullStr The National Curricular Common Basis and the forms of subjectivation of the Mathematics teacher
title_full_unstemmed The National Curricular Common Basis and the forms of subjectivation of the Mathematics teacher
title_sort The National Curricular Common Basis and the forms of subjectivation of the Mathematics teacher
author Fonseca, Letiane Oliveira da
author_facet Fonseca, Letiane Oliveira da
Fonseca, Márcia Souza da
Quevedo, Jaíne Telles
Correa, Mônica Roxo
author_role author
author2 Fonseca, Márcia Souza da
Quevedo, Jaíne Telles
Correa, Mônica Roxo
author2_role author
author
author
dc.contributor.author.fl_str_mv Fonseca, Letiane Oliveira da
Fonseca, Márcia Souza da
Quevedo, Jaíne Telles
Correa, Mônica Roxo
dc.subject.por.fl_str_mv Política educacional
Currículo e poder
Formação Matemática
Educational policy
Curriculum and power
Mathematical training
Politique éducative
Programmes d’enseignement et pouvoir
Formation en mathématiques
topic Política educacional
Currículo e poder
Formação Matemática
Educational policy
Curriculum and power
Mathematical training
Politique éducative
Programmes d’enseignement et pouvoir
Formation en mathématiques
description The article proposes a debate concerning the propositions of the National Curricular Common Basis (NCCB) and its impacts in the training of teachers who teach mathematics. In order to do so, the main question is: “Which profile of Math teacher at Elementary Schools is expected by the NCCB?”. The discourse analysis was used in the understanding of relations of power that arise from the Basis discourse. Concerning the curriculum, school knowledge and subjectivations, Apple (2001 e 2006) and Silva (1999) supported the discussions, enabling the perception that the NCCB, as a guiding document, suggest Mathematics as a human science — produced by different social groups. However, it presents a hegemonic discourse, prioritizing certain knowledge and skills.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/55011
10.14393/REPOD-v10n1a2021-55011
url https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/55011
identifier_str_mv 10.14393/REPOD-v10n1a2021-55011
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/55011/31158
dc.rights.driver.fl_str_mv Copyright (c) 2021 Revista Educação e Políticas em Debate
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Revista Educação e Políticas em Debate
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Revista Educação e Políticas em Debate; v. 10, n. 1 (jan./abr. 2021); 469-481
Revista Educação e Políticas em Debate; v. 10, n. 1 (jan./abr. 2021); 469-481
Revista Educação e Políticas em Debate; v. 10, n. 1 (jan./abr. 2021); 469-481
Revista Educação e Políticas em Debate; v. 10, n. 1 (jan./abr. 2021); 469-481
2238-8346
reponame:Revista Educação e Políticas em Debate
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Revista Educação e Políticas em Debate
collection Revista Educação e Políticas em Debate
repository.name.fl_str_mv Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv revistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com
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