O novo caminhar da matemática no ensino médio brasileiro: diretrizes, desafios e propostas

Abstract

Taking as a premise the paths traced by the Brazilian Constitution of 1988 and the guidelines established in the various federal normative provisions that dealt with pedagogical action from then on, the present work narrated how the maturation of ideas related to the learning process in the high school stage occurred. , especially after the inclusion of discussions on the development of competences and the promotion of skills, attitudes and values, analyzing the guidelines of the new high school, as established by law 13.415/2017, also highlighting its bases outlined by the consolidated text of the BNCC approved in December 2018. Subsequently, this dissertation presented some challenges that need to be overcome in the implementation of the new high school model and began to suggest curricular organizations around pedagogical projects for "Mathematics and its technologies" in the training stage basic general and in its specific formative itinerary, present I still have some suggestions for didactic approaches. This is a bibliographic research with a qualitative approach, which referenced the discussions in the normative texts, in the author's personal teaching experience and in some aspects of Paulo Freire's doctrine concerning the knowledge necessary for a “pedagogy of autonomy”. In the end, it was emphasized that all the proposals presented aim to recognize high school as a stage of consolidation and deepening of the knowledge acquired in elementary school, adding an emphasis on the possibility of curricular flexibility, interdisciplinarity and contextualization for the production of effective knowledge. that is capable of promoting the full development of students, preparing them for the exercise of work activities that guarantee a livelihood with dignity and, at the same time, carrying out the formation of citizens full of their rights in the midst of their social participation.