Alfabetização e letramento em matemática na base nacional comum curricular

Abstract

Numeracy and Literacy in Mathematics are recent concepts in discussions in the school context. Literacy is understood as the acquisition of reading and writing of mathematics and Literacy refers to the process in which the student appropriates the mathematical knowledge learned to act in society, that is, he not only knows mathematical concepts, but makes use of them in their social practices. Taking into account the importance of such processes for the teaching and learning of children in Mathematics, the study sought to analyze the possibilities of promoting literacy and literacy in mathematics in the early years from the guidelines of the National Common Curricular Base (BNCC). The analysis carried out, of a qualitative nature, consisted of a bibliographic study on the National Common Curricular Base, from which we identified and discussed different possibilities of promoting mathematical literacy. From a careful reading of the guidelines and foundations established in the BNCC, we identified and selected a set of passages (excerpts) that are directly or indirectly related to the literacy processes in the early years of schooling, which constituted the empirical evidence of the study. The evidence was analyzed and grouped as it appeared in the document, subsequently originating the three categories of analysis. The first category was called Literacy for reading and writing (maternal and mathematical)', the second was named Literacy for the representation, resolution, and understanding of mathematical problems and ideas and the third category was called Associated literacy’ literacy (in mother tongue and mathematics). Each category is supported by evidence that points to different possibilities for promoting mathematical literacy in the early years. After analyzing the categories, we propose a reflection on the implications of the BNCC for children’s mathematical literacy.