Currículo escolar e formação docente no âmbito do ensino de ciências matemáticas

Abstract

This book is a collection of articles, the result of the work of students of the Graduate Program in Science and Mathematics Teaching, linked to the Federal University of Sergipe. The reflections and experiences presented in this work integrate knowledge and discussions evoked in the disciplines Fundamentals of Curriculum and School Evaluation and Special Topics in Mathematics Teaching, taught by the doctoral teachers Denize da Silva Souza and Maria Batista Lima, who are part of the organization of this collection .

These are approaches related to mapping and / or systematic review of studies on the most diverse themes that pervade issues of interest to teachers in basic education. Therefore, in higher education, within the scope of degrees in the areas of Natural Sciences (Biology, Physics and Chemistry), in the area of ​​Mathematics, including Pedagogy, as it also covers the initial years of elementary education.

Thinking of a work that brings together themes focused on the School Curriculum and Teacher Training in the scope of Science and Mathematics Teaching, refers to the interest of presenting, in the first instance, to basic education professionals, which is discussed in the classes of a master's in teaching , as an incentive to reflect on training and teaching practice itself. Most of the authors and authors of this work are male and female teachers who live in this context of basic education, but, given their concerns and desire to broaden their horizons regarding professional development, they decide to do research.

In this context, discuss forms of curricular organization as mechanisms that articulate forces of power with forms of knowledge, establish relationships between the School Curriculum and didactic-pedagogical trends in their assumptions and foundations, especially in the teaching of Natural Sciences and Mathematics, as well as how, reflecting on the relationship between the curriculum and public policies and its implications in the interface with diversity and inclusion in its multiple dimensions, contributes to these / these professionals break paradigms, not only from the perspective of a reflective look, but, above all, an investigative look.

In this perception, it is justified that the themes of this work are diversified, by the view of the professor and the professor, who start in the field of research. Some of them, accompanied by their respective advisors, present us with themes in both areas (Science and Mathematics) dealing with: initial training, school curriculum, inclusion, methodologies and health. There are nineteen articles that reflect and discuss such themes, showing possibilities of bringing theory and practice together when doing research.

The discussions held in the discipline Special Topics in Mathematics Teaching emphasized questions about the epistemology of the teacher who teaches Mathematics, regarding his training and professional development. They were themes that involved conceptions and theoretical currents in the face of contemporary investigations, as issues related to public policies that foster teacher education, be it initial or continued. This implied the desire to understand more about research, the results of which are revealed in this work with articles that address the issues for inclusive education, a meta-analysis of research in the field of mathematical games, high school mathematics and its curricular trajectory , the place of ethnomathematics, either as a reflection for teacher education in the early years, or as a pedagogical proposal, in the perspective of the rhizome territory of the ethnomathematics program. A way of presenting the approach to mathematical knowledge objects, under the concept of recognizing the difference and valuing other ways of knowing and producing knowledge.

This thematic diversity generates multiple possibilities that, in addition to the curricular implications in teaching practice, broaden the investigative view of teachers and basic education teachers. They are ruptures of paradigms that crystallize from the institutional routines so present in the school routine.

Thus, by bringing together different investigative perspectives in this work, it allows us to present you, our reader, with another relevant contribution to the scientific community.