As unidades temáticas de matemática e as Ilhas Epistemológicas: entrelaces na formação continuada de professores

Abstract

The Brazilian education system is organized in a stratified structure, whose stages, broken down into years, do not connect with each other. This suggests a rigid mathematics education based on practices that justify a segmented education system. An analogy is drawn here: just as an island is a piece of land surrounded by water on all sides and isolated from the mainland, the mathematics curriculum component is isolated from other components, lacking connection to the knowledge objects of the thematic units of the National Common Curricular Base (BNCC), related components, or other curricular components. The focus of this thesis is the contributions of continuing education for mathematics teachers to deconstructing the Epistemological Islands within the thematic units of the BNCC mathematics curriculum component. Given this problem, the question is: How can continuing education contribute to intertwining the thematic units of mathematics of the BNCC and the curricular components that permeate training, deconstructing the Epistemological Islands, aiming at the construction of peninsulas to improve the mathematics teaching-learning process? The hypothesis is that the ongoing training of mathematics teachers based on current documents presents aspects that require improvement, giving the impression of not preparing teachers for interdisciplinary mathematics teaching, extending beyond the BNCC's thematic mathematics units, breaking with the Epistemological Islands, transforming them into peninsulas. The objective is to analyze the contributions of ongoing training to the deconstruction of the Epistemological Islands within the BNCC's thematic mathematics units, contributing to the educational practice of teachers who teach mathematics in the early years of elementary school. To achieve this objective, we discuss theoretical concepts of teacher training for mathematics teaching, interdisciplinarity, and other concepts. These reflections are theoretically supported by documents such as the Law of Guidelines and Bases, the National Education Plan, the National Common Curricular Base, and the Ceará Reference Curricular Document. The methodology consisted of basic and exploratory research with a qualitative approach. Data analysis was conducted using the Fedathi Sequence methodology, using data collected through online forms during activities and forums. The research was conducted during the extension course: Mathematics in Elementary Education from the Initial Years Based on the BNCC. The results indicate that the teachers presented experiences with an interdisciplinary approach, and aspects of Creative Insubordination were also observed. This may indicate a rupture in the Epistemological Islands, transforming them into peninsulas based on the practices experienced. It is concluded that the continuing education provided through the course brought theoretical and practical contributions through interdisciplinary and insubordinate experiences and studies, promoting epistemological changes in the practices of the students observed in the presentations, demonstrating the relevance of the research, which shows that it is possible to deconstruct Epistemological Islands and construct peninsulas in the relationship between the thematic units of mathematics of the BNCC.