Ensino de matemática nos anos iniciais uma análise da base nacional comum curricular (BNCC) na perspectiva contextualizada

Abstract

Bearing in mind that the teaching of mathematics related to elements present in reality is fundamental for meaningful learning, this work is developed aiming to understand the role of contextualization in the process of teaching mathematics in the early years of elementary school, in order to investigate which are the contextualization indications that the National Common Curricular Base (BNCC) presents to support the development of mathematics teaching plans in the early years. Methodologically, the research was carried out in a qualitative way from a documentary analysis of the BNCC, considering four analytical categories. Among the results, we found that this document presents the idea of everyday life as a fundamental means for the development of situations that gives meaning to learning and leads to an understanding of reality. The term context is understood in multiple perspectives, for the development of teaching proposals in which the contents are approached in a way, considering students' experiences and experiences, realizing diversity, collaborating for participation, stimulating curiosity, critical and reflective thinking. Although the Base considers the different scenarios, valuing the students' everyday situations to foster a teaching of mathematics connected to real life, there is a need to explain suggestions on how institutions could develop their curricular proposals with such purpose in an expanded bias, providing teaching committed to the social transformation of students, making it possible to recognize themselves as subjects capable of transforming the world and themselves.