A Base Nacional Comum Curricular (BNCC) no ensino da matemática anos iniciais: avanço e/ou retrocesso?

Abstract

This paper wants to debate the issue of the mathematics curriculum for the initial school years, especially in the context of the elaboration process of the National Common Curriculum Base, the teachers ‘role during this process and their expectations before the imminent implementation of this proposal, as soon as it is approved by the Educational National Board (BNCC). It was also discussed the selection of mathematic contents by the BNCC compared to the ones presented in the PCNM. The objective of this research is to identify the perspective of math teachers in the city public schools situated at the Vila Uniao borough in the city of Fortaleza, Ceara. The Survey’s social methodology was applied using an individual questionnaire to collect the data of a group of ten teachers at the school. After the application of the questionnaires, the answers were analyzed in a varied and global approach and graphs were built to quantify the teachers ‘position before the investigated categories, highlighting the obtained results. With those on hands, they were discussed based on the theories of Souza (2008), Carvalho (1988) D´Ambrosio (2011), Lopes (2004), Veroneze (2016) and D´Ambrosio (2015). This research is relevant not only for its results and data, but to understand the context of the educational reformulation and implementation of a public curricular policy for a common formation. It was possible to identify that there are spaces destined to debate the curriculum in the school, with regular meetings, even if they are outside its premises. It was also highlighted that to the majority of the teachers who were interviewed it was not offered the ideal circumstances for a discussion and participation on the BNCC elaboration process. It was noted that the BNCC implementation does not relate directly and compulsorily to the social improvements and a wholesome human formation. It is also worth noticing that a schism in the teachers’ group was identified related to the disposition of the mathematical knowledge in the theme units and integral themes in the BNCC. Such disagreement shows that there is not a unanimity among the teachers on the best way to organize the mathematical contents in the curriculum and shows a possible transition phase, constructing a dynamic and integral set of mathematical knowledge. Finally, it was identified that 30% of the interviewed teachers consider the BNCC implementation an advance considering the PCNM and the other 70% consider this process a throwback in the mathematical teaching in the early years of elementary school.