Tesis
Mato Grosso : estado de transformação? : a política curricular para a educação matemática no ensino fundamental (2015 – 2017)
Fecha
2018-05-14Registro en:
THEODORO, Thais Silva Verão. Mato Grosso: estado de transformação?: a política curricular para a educação matemática no ensino fundamental (2015 – 2017). 2018. 128 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2018.
Autor
Cunha, Érika Virgílio Rodrigues da
http://lattes.cnpq.br/1583175347126296
Cunha, Érika Virgílio Rodrigues da
568.853.421-49
http://lattes.cnpq.br/1583175347126296
Garske, Lindalva Maria Novaes
318.149.721-53
http://lattes.cnpq.br/1703129875647473
568.853.421-49
Pereira, Talita Vidal
486.447.817-15
http://lattes.cnpq.br/0712774444037943
Institución
Resumen
This research was developed in the Program of Post-Graduation in Education, in the Line of
Research Public Educational Policies and Pedagogical Practices. Before the slogan "Mato
Grosso: State of Transformation" announced by the current government of Pedro Taques (2015-
2017), the investigation brings as problematic the following question: Which are the meanings
of education and mathematical education are being disputed in this curricular policy, when In
general, the research aimed to analyze the reconfiguration of the curricular policy for primary
education in the state of Mato Grosso, seeking to understand the meanings of education and
mathematical education privileged in the curricular texts produced in the period from 2015 to
2017. Specific research objectives were: 1. To analyze the meanings of education and
mathematical education in dispute in the curricular documents of the State of Mato Grosso, and
2. To show and problematize the political commitments and the implications for the local public
education The theoretical-methodological approach of the study was Policy Cycle by Stephen
Ball, Richard Bowe, and Anne Gold, which point to the decentralization of the powers that
shape public policy by indicating which meanings circulate in different arenas in the production
of policies. Alice Casimiro Lopes and Elizabeth Macedo were the foundations for discussing
curriculum as a practice of meaning. The analysis made it possible to say that Mato Grosso's
curricular policy, by privileging signifiers such as skills and abilities, knowledge, teaching and
learning and quality, the policy intends to pass to schools a vision of coherence of the proposal
and also a view that the curriculum is a technical scheme and that its successful application in
practice will depend on the teacher understanding this scheme (the relation between knowledge,
skills and abilities and learning). Mathematics is then treated as a privileged area of knowledge,
so that it is recommended to study the results of external evaluations to plan in all areas of
knowledge. It is argued, therefore, that a set of knowledge (supposed to be scientific) should be
taught uniformly to students. In this scenario, the slogan of the government "Mato Grosso: State
of transformation" is meant as an accentuation of control over schools and teachers, from an
increasingly instrumental curricular orientation. Education of (good) quality becomes
homogenized, controlling the difference.