Mathematical literacy at BNCC

• Autor(a) principal: Paruta, Anie Masquete
• Data de Publicação: 2022
• Outros Autores: Cardoso, Virgínia Cardia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8660332
• topic: Letramento matemático; BNCC; Alfabetização matemática; Mathematical literacy; BNCC; Mathematical alphabetization

This study seeks to analyze how Mathematical Literacy is approached in the Common National Curricular Base (BNCC) of the Early Years of Elementary School. From the discursive textual analysis, we seek to understand the concept of mathematical literacy that involves in addition to considering social practices in teaching, the search for favoring a critical look at social issues. Thus, the relevance of this study stems from considering mathematical literacy as a perspective, which seeks to consider in the teaching of mathematics the social context and the formation of citizens who have autonomy to understand and act in reality. As it is a normative indication, a careful look is necessary, so that the BNCC is not a sign of regression in the work with mathematics. From this study, it was possible to notice that the BNCC considers mathematical literacy in the presentation text of the area, however, there is little evidence of this perspective in the indicated skills.