A Sequência Fedathi como trilha didática para promoção das competências de matemática da Base Nacional Comum Curricular

Abstract

This article aims to analyze the specific and general competences of mathematics teaching for elementary school pointed out in the BNCC such as the characteristics of the Fedathi Sequence practice found in its foundations. The research is classified as documentary, exploratory and qualitative, in which the BNCC is the document analyzed. The documental analysis was carried out through three stages according to Bardin's (1997) content analysis method. The theoretical framework was based on exploring the fundamentals and principles of the teaching methodology Fedathi Sequence; and, subsequently, present the BNCC competences for teaching Mathematics and how it defines and understands the concept of competence. As a result, it was shown that the specific and general competences for teaching Mathematics, at the level of Basic Education, of the BNCC are strongly related to the nine listed characteristics of the foundations and principles of the teaching methodology of the Fedathi Sequence. The conclusions of the research showed that at least two characteristics of the Fedathi Sequence are related to each specific Mathematics competence established by the BNCC for Primary Education, and that a connection can be found with up to eight of the characteristics presented and that characteristic nine connects with all the competences established by the BNCC; with regard to the four general competences for teaching Mathematics, the Maturation and Solution stages of this methodology are more present in these competences, as it is the moment in which the student places himself more as a protagonist in the construction of his knowledge. Which leads us to believe that Mathematical Literacy, which is based on these four general skills, can be developed, encouraged and built when using a teaching methodology such as the Fedathi Sequence, which encourages the student's direct participation in the construction of knowledge.