Políticas curriculares para o ensino médio e as novas diretrizes (2019/2020) para formação de professores da educação básica: um enfoque sobre o currículo de matemática

Abstract

This dissertation is located in the field of educational public policies, with a focus on curricular policies. Takes as an object of study the teaching of Mathematics in High School, with the objective of to analyze the curricular policies for High School, carried out in Brazil from 2010 to 2020, focusing on the teaching of Mathematics and its relationship with the new guidelines for initial and continuing education of Basic Education teachers. This is a qualitative research, carried out through bibliographic research that enabled the development of the state of the art, based on document research and analysis, due to the wealth of information extracted and retrieved from the documents, to understand and justify the policies curricular analyzed. In view of the complexity of the theme, it was decided to use, as a tool for analyzing the theoretical-methodological approach of Stephen Ball's Policy Cycle, through the contexts of influence and production of the political text. The theoretical framework of the research was based on Ball (1994), Mainardes (2007, 2018) for being one of Ball's main interlocutors, in the authors Lopes (2004, 2016, 2019), Lopes and Macedo (2011), Ball and Mainardes (2011), Macedo (2014, 2018, 2019) and Dias (2020) who carried out complex discussions and reflections on educational policies, curriculum policies and curriculum policies in recent years. The results show a concentration of productions on curriculum policies for Basic Education centered on Elementary Education, reveal the lack of productions that relate curriculum policies and the teaching of Mathematics in High School, which means to say that this shortage of productions needs to be overcome and so the area of Mathematics Education will be able to contribute with investigations on broader issues to the teaching of Mathematics and enable studies that also consider curricular policies. The study corroborated to show that curriculum reforms and policies for teacher training in Brazil continue to be at the mercy of neoliberal influences of an international nature. As for Mathematics, it was found that the BNCCEM document proposed to think about the school without listening to its demands and real needs and ends up not showing a well-defined conception of how school practices should be developed, which should prepare young people to become protagonists of a capitalist society. The research found that the new guidelines for the initial and continuing training of Basic Education teachers are aligned with the BNCC and follow the same capitalist purpose that aims at the interests of private sectors.