Desenvolvimento curricular da matemática em um estudo de aula centrado no tópico divisão no terceiro ano do ensino fundamental I

Abstract

The lesson study, professional development approach of teachers, has been disseminated in Brazil for enabling changes in education and favoring the professional growth of teachers. In this work, we turn our attention to the potential of lesson study from a different perspective, challenging us to look at curriculum development in the school context. Mobilized by these questions and by our involvement with this theme, we focused the curricular development in lesson studies, answering the following question: What aspects of the curricular development of Mathematics in the 3rd year of Elementary School are mobilized from a class study? Guided by this question, the research aims to identify and understand aspects of the curriculum development of mathematics in the 3rd year of Elementary School that are favored in lesson study. The research follows the qualitative investigative approach, covering the literature review on curriculum development. The analysis of the empirical material, consisting of the transcription of recorded sessions, teachers' logbook, recording of observation of the investigation class, the students' worksheet, semi-structured interview with the participating teachers at the end of the process, which are, analyzed from the perspective of content analysis by Bardin (2016). The analysis showed that class study favors different aspects of curricular development in mathematics: Choice of curricular topic and definition of objectives – discussion of aspects related to the topic division and definition of objectives focused on student learning and linked to the investigation class; planning a task to address the topic of investigation class division and planning, which consisted of planning the students’ learning path; Theoretical bases and curricular guidelines – study and discussion of normative documents, guidelines and the curricular program, as well as their application in the teaching of Mathematics; development of the class – characterizes the different moments and actions that are developed in the classroom, as well as the unforeseen situations that put the curriculum in motion in the teaching of Mathematics; achievement of learning on the curricular topic – aspects related to the understanding of the topic division and on ways of carrying out the division in the context of the task developed from the task. In conclusion, the work points out possibilities of lesson studies to understand aspects related to curricular development in the teaching of Mathematics that are experienced by teachers in the school context, providing an experience that promotes the study, analysis, understanding and implementation of the curriculum.