Suchergebnisse

Background: The Curriculum Reorientation Movement proposed by educator Paulo Freire and carried out in the city of São Paulo, from 1989 to 1992, when he was secretary of education, was an educational management experience that, by developing a public policy for the production of curriculum documents for primary schools, recognized the key position of the teacher's work at school and moved it to the center of the discussion process, inaugurating a dynamic of dialogue and reflection that had not been experienced so far. Objective: To think and discuss about which has been the place for teaching work in the curricular policies, as well as its effects on the teaching profession and identity. Design: a part of a research already completed, for which documents, interviews and the analysis of the relevant bibliography were taken as the basis for taking and analyzing data from the investigated process. The documents are all those prepared by the management to conduct the curriculum policy in question; Among the interviewees, a small group composed of different actors involved in the curriculum reorientation process (manager, specialist technician, pedagogical advisor and teacher) was used to compose a panel of points of view of the different subjects responsible for the formulation, mediation and execution curriculum policies in schools; and by the bibliographical research. Setting and participants: Although the interviews do not explicitly constitute the cut that originated this text, some of the curricular policy makers and also mathematics teachers who worked in public schools in São Paulo at the time were interviewed. Data collection and analysis: The documents analyzed were obtained from the Memory Center of the Municipal Education Department of São Paulo. The analysis allowed us to identify a set of documents that led to curriculum reorganization. We identified, in documents, interviews and bibliographical research, how teachers participated in the curriculum development process. Results: The "non-place" given to teaching work in the prescriptive curricular policies, such as the BNCC, actively produces the teaching work as fragile, inconsistent, ineffective, and inefficient, weakening it and favoring its deprofessionalization. This weakening of the teaching work, actively produced, is used, as in a cycle, to justify more centralized, more prescriptive, and more authoritarian curricular policies. Conclusion: a democratic experience in curriculum policy can reaffirm the autonomy, authority and otherness of teachers. Freire's curriculum policy, despite its limits and obstacles, presented itself as capable of promoting and expanding the spaces for its collective and authorial participation and construction.

The mathematics teacher initial training has been the subject of discussion in the governmental spheres and in the Brazilian Societies of Mathematical Education and of Mathematics. As a consequence of this, we notice advances in some critical points, among which stands out - the excess of academic mathematics disarticulated from the school mathematics; and - the approximation of the mathematics education theoretical-methodological trends with the mathematics undergraduate courses curricular organization. However, there are still absent the conversations involving the different and varied dimensions that interfere in the teaching and learning process of school mathematics; and the different curriculum theories. As a result, the neutrality of mathematical knowledge and the excessive concern with the normative dimension of the curriculum continue being protagonists in the mathematics teacher initial training. In this sense, this article aimed to investigate aspects related to the perception and understanding of basic education mathematics teachers about the school subjects, the school, the school education and about being a math teacher. Methodologically, it is included in a quali-quantitative research approach, in which, in order to achieve the project's objectives, a field research, through a questionnaire available in the "Google docs", was carried out with the public network mathematics teachers from São Paulo state. Theoretically, it was based on studies about curriculum theories. It was tangible that the collaborating teachers are still very attached to the normative dimension of the curriculum, always prioritizing what to teach, how to teach and how to evaluate, without worrying about other dimensions (cultural, social, political) that interfere in the curriculum organization.of the school mathematics. ; A formação inicial do professor de matemática tem sido objeto de discussão nas esferas governamentais e nas Sociedades Brasileiras de Educação Matemática e de Matemática. Por consequência disso, percebe-se avanços em alguns pontos críticos, dentre os quais destaca-se – o excesso de matemática acadêmica desarticulada da matemática escolar; e – a aproximação das tendências teórico-metodológicas da educação matemática com a organização curricular dos cursos de licenciatura em matemática. Todavia, ainda estão ausentes as conversas envolvendo as distintas e variadas dimensões que interferem no processo de ensino e aprendizagem da matemática escolar; e as diferentes teorias do currículo. Em virtude disso, a neutralidade do conhecimento matemático e a excessiva preocupação com a dimensão normativa do currículo continuam sendo protagonistas na formação inicial do professor de matemática. Neste sentido, o presente artigo teve como objetivo investigar aspectos relacionados à percepção e entendimento de professores da disciplina de matemática na educação básica, acerca das disciplinas escolares, da escola, da educação escolar e do ser professor de matemática. Metodologicamente, incluiu-se numa abordagem quali-quantitativa de pesquisa, na qual, para alcançar os objetivos do projeto, realizou-se junto aos professores de matemática da rede pública do estado de São Paulo uma pesquisa de campo, por meio de questionário disponibilizado no "google docs". Teoricamente, fundamentou-se em estudos sobre teorias do currículo. Mostrou-se tangível que os professores colaboradores ainda estão muito presos à dimensão normativa do currículo, priorizando sempre o que ensinar, como ensinar e como avaliar, sem se preocuparem com outras dimensões (cultural, social, política) que interferem na organização curricular da matemática escolar.