A presença das tecnologias digitais para o ensino de matemática na Base Nacional Comum Curricular

Abstract

This research is part of the Educational Policies line of the Graduate Program in Education at the Federal University of Fronteira Sul – UFFS. The study is qualitative and, for data collection, part of document analysis of the Brazil’s National Common Curricular Base - BNCC. This text aims to present research data that deepen and problematize the discussion regarding the presence of digital technologies in the teaching of mathematics in Middle School, as present in the text of the BNCC. A brief history is presented about how the insertion of digital technologies in Brazilian education took place, which educational policies are responsible for this implementation and possible advances and difficulties faced in the process and how the BNCC presents itself in this process. Documentary and content analysis made it possible to read the document in a broad way in order to understand and analyze how it is presented, how it is organized and, in particular, how it emphasizes the use of digital technologies for teaching mathematics. The results obtained from the analysis of the content present in the BNCC policy, more specifically in the area of mathematics in the final years of Middle School, show the little incentive to use digital technologies and, when suggested, are related to support instruments for activities in the classroom. Such conclusions demonstrate that the document does not endorse educational practices that are in fact meaningful with digital technologies