Influences of learning theories on post-70 mathematics curriculum proposals: continuity and break

Detalhes bibliográficos
Autor(a) principal: Miguel, José Carlos
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/54060
Resumo: This article analyzes the influence of learning theories on the constitution of curricular proposals for post-70 Mathematics teaching in the state of São Paulo and how these attempts to renew teaching programs process of spreading mathematical knowledge, with emphasis on the adopted theoretical perspective. Starting from bibliographic research, I analyze curricular documents from the state of São Paulo, in addition to the National Curriculum Parameters and the Common National Curricular Base, BNCC. The results indicate that these are programs whose foundations move from the conception of learning by association of models, goes through the cognitivist approach of several shades and, although in an incipient way, points to theoretical constructs related to meaningful verbal learning. It is observed the discontinuity of the proposals of renewal of the teaching programs and disregard of the theses of the curricular reforms by teachers, mainly in aspects that demand conceptual reflection on the teaching process.
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spelling Influences of learning theories on post-70 mathematics curriculum proposals: continuity and breakInfluencias de las teorías de aprendizaje en las propuestas de currículo de matematicas post-70: continuidad y descansoInfluências das teorias de aprendizagem nas propostas curriculares de Matemática Pós-70: continuidade e rupturaEducação MatemáticaTeorias de AprendizagemPropostas CurricularesCultura EscolarTeoria Histórico-CulturalMathematical EducationLearning TheoriesCurriculum ProposalsSchool CultureHistorical-Cultural TheoryEducación MatemáticaTeorías de AprendizajePropuestas Curriculares.Cultura EscolarTeoría Histórico-CulturalThis article analyzes the influence of learning theories on the constitution of curricular proposals for post-70 Mathematics teaching in the state of São Paulo and how these attempts to renew teaching programs process of spreading mathematical knowledge, with emphasis on the adopted theoretical perspective. Starting from bibliographic research, I analyze curricular documents from the state of São Paulo, in addition to the National Curriculum Parameters and the Common National Curricular Base, BNCC. The results indicate that these are programs whose foundations move from the conception of learning by association of models, goes through the cognitivist approach of several shades and, although in an incipient way, points to theoretical constructs related to meaningful verbal learning. It is observed the discontinuity of the proposals of renewal of the teaching programs and disregard of the theses of the curricular reforms by teachers, mainly in aspects that demand conceptual reflection on the teaching process.Este artículo analiza la influencia de las teorías del aprendizaje en la constitución de propuestas curriculares para la enseñanza de Matemáticas post-70 en el estado de São Paulo y cómo estos intentos de renovar los programas de enseñanza comprenden el proceso de difusión del conocimiento matemático, con énfasis en la perspectiva teórica adoptada. Con base en investigación bibliográfica, analizo documentos curriculares del estado de São Paulo, además de los Parámetros Curriculares Nacionales y la Base Curricular Común Nacional, BNCC. Los resultados indican que se trata de programas cuyos fundamentos se mueven desde la concepción del aprendizaje por asociación de modelos, pasan por el enfoque cognitivode diferentestonos y, aunque de forma incipiente, apuntan a construcciones teóricas relacionadas con el aprendizaje verbal significativo. Se observa la discontinuidad de las propuestas de renovación de los programas de enseñanza y el desprecio de las tesis de las reformas curriculares por parte de los docentes, principalmente en aspectos que requieren una reflexión conceptual sobre el proceso de enseñanza.O presente artigo analisa a influência das teorias de aprendizagem na constituição das propostas curriculares para o ensino de Matemática do período pós-70 no estado de São Paulo e como essas tentativas de renovação dos programas de ensino compreendem o processo de difusão do conhecimento matemático, com ênfase na perspectiva teórica adotada. Partindo de pesquisa bibliográfica, analiso documentos curriculares do estado de São Paulo, além dos Parâmetros Curriculares Nacionais e da Base Nacional Comum Curricular, BNCC. Os resultados indicam que se trata de programas cujos fundamentos transitam da concepção de aprendizagem por associação de modelos, passa pela abordagem cognitivista de diversos matizes e, ainda que de forma incipiente, aponta para constructos teóricos relacionados à aprendizagem verbal significativa. Observa-se a descontinuidade das propostas de renovação dos programas de ensino e desconsideração das teses das reformas curriculares pelos professores, principalmente nos aspectos que exigem reflexão conceitual sobre o processo de ensino.Universidade Federal de Uberlândia2020-04-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://seer.ufu.br/index.php/emrevista/article/view/5406010.14393/ER-v27n2a2020-6Ensino em Re-Vista; 2020: v. 27, n. 2 (maio/ago. 2020); 519-545Ensino em Re-Vista; 2020: v. 27, n. 2 (maio/ago. 2020); 519-545Ensino em Re-Vista; 2020: v. 27, n. 2 (maio/ago. 2020); 519-5451983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/54060/28703https://seer.ufu.br/index.php/emrevista/article/view/54060/29966Miguel, José Carlos info:eu-repo/semantics/openAccess2020-09-22T19:58:23Zoai:ojs.www.seer.ufu.br:article/54060Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2020-09-22T19:58:23Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Influences of learning theories on post-70 mathematics curriculum proposals: continuity and break
Influencias de las teorías de aprendizaje en las propuestas de currículo de matematicas post-70: continuidad y descanso
Influências das teorias de aprendizagem nas propostas curriculares de Matemática Pós-70: continuidade e ruptura
title Influences of learning theories on post-70 mathematics curriculum proposals: continuity and break
spellingShingle Influences of learning theories on post-70 mathematics curriculum proposals: continuity and break
Miguel, José Carlos
Educação Matemática
Teorias de Aprendizagem
Propostas Curriculares
Cultura Escolar
Teoria Histórico-Cultural
Mathematical Education
Learning Theories
Curriculum Proposals
School Culture
Historical-Cultural Theory
Educación Matemática
Teorías de Aprendizaje
Propuestas Curriculares.
Cultura Escolar
Teoría Histórico-Cultural
title_short Influences of learning theories on post-70 mathematics curriculum proposals: continuity and break
title_full Influences of learning theories on post-70 mathematics curriculum proposals: continuity and break
title_fullStr Influences of learning theories on post-70 mathematics curriculum proposals: continuity and break
title_full_unstemmed Influences of learning theories on post-70 mathematics curriculum proposals: continuity and break
title_sort Influences of learning theories on post-70 mathematics curriculum proposals: continuity and break
author Miguel, José Carlos
author_facet Miguel, José Carlos
author_role author
dc.contributor.author.fl_str_mv Miguel, José Carlos
dc.subject.por.fl_str_mv Educação Matemática
Teorias de Aprendizagem
Propostas Curriculares
Cultura Escolar
Teoria Histórico-Cultural
Mathematical Education
Learning Theories
Curriculum Proposals
School Culture
Historical-Cultural Theory
Educación Matemática
Teorías de Aprendizaje
Propuestas Curriculares.
Cultura Escolar
Teoría Histórico-Cultural
topic Educação Matemática
Teorias de Aprendizagem
Propostas Curriculares
Cultura Escolar
Teoria Histórico-Cultural
Mathematical Education
Learning Theories
Curriculum Proposals
School Culture
Historical-Cultural Theory
Educación Matemática
Teorías de Aprendizaje
Propuestas Curriculares.
Cultura Escolar
Teoría Histórico-Cultural
description This article analyzes the influence of learning theories on the constitution of curricular proposals for post-70 Mathematics teaching in the state of São Paulo and how these attempts to renew teaching programs process of spreading mathematical knowledge, with emphasis on the adopted theoretical perspective. Starting from bibliographic research, I analyze curricular documents from the state of São Paulo, in addition to the National Curriculum Parameters and the Common National Curricular Base, BNCC. The results indicate that these are programs whose foundations move from the conception of learning by association of models, goes through the cognitivist approach of several shades and, although in an incipient way, points to theoretical constructs related to meaningful verbal learning. It is observed the discontinuity of the proposals of renewal of the teaching programs and disregard of the theses of the curricular reforms by teachers, mainly in aspects that demand conceptual reflection on the teaching process.
publishDate 2020
dc.date.none.fl_str_mv 2020-04-28
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/emrevista/article/view/54060
10.14393/ER-v27n2a2020-6
url https://seer.ufu.br/index.php/emrevista/article/view/54060
identifier_str_mv 10.14393/ER-v27n2a2020-6
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/54060/28703
https://seer.ufu.br/index.php/emrevista/article/view/54060/29966
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
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 Ensino em Re-Vista; 2020: v. 27, n. 2 (maio/ago. 2020); 519-545
Ensino em Re-Vista; 2020: v. 27, n. 2 (maio/ago. 2020); 519-545
Ensino em Re-Vista; 2020: v. 27, n. 2 (maio/ago. 2020); 519-545
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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