Educação Matemática Crítica nos Anos Iniciais e os dispositivos curriculares BNCC e PPPI (Colégio Pedro II): aproximações ou distanciamentos?

Abstract

As a modalizing and centralizing public educational policy, the Base Nacional Comum Curricular (BNCC) has produced different effects in teaching and learning methods in the classrooms across the country, where the teaching of Math is included in the tangle of the production of senses. Based on a research developed with the professors from the 1º segment from Tijuca I campus of the Pedro II School (RJ), it was done an analysis of content based on answers from the questionnaires applied to teachers, along with a documental analysis of the BNCC and the Programa Político Pedagógico Institucional (PPPI) about teaching Math in the initial school years, with the aim to verify whether curriculum devices have approximations or distances from the Critical Mathematics Education (EMC). In order to create an argument developed by this research, the influence of the neoliberalism was heavily problematized in the creation of the public policies for education and the conversion of individuals and institutions that started to be read by an economic prism, in the face of economicization process and human capital theories that are, respectively treated by Brow (2018) and Foucault (2008). In this scenario, the Critical Mathematics Education defended by Skovsmose (2014) is presented as a possibility to think the teaching of any knowledge area for beyond the simple qualifications or emphasis on operations, revealing the commitment to inquiry the way the numbers are handled to shape the society and the idea of a closed discipline, contributing to the development of mathematical thinking that welcomes a discussion about relevant topics from the society, such as: the issues faced by the communities where the student lives at, social inequalities, violence, homophobia, racism, gender issues, citizenship and democracy. Among some many questions, the study was able to present in fact that, the institution’s curricular device stands itself in the field of critical curriculum theories, in a way it represents a certain shielding of the onslaughts of neoliberalist, that reveals the institutions and teachers are crossed by the economicization even when they position themselves against it in the theoretical field.