Revelações de um grupo de professores que ensinam matemática nos anos iniciais: uma análise à luz das orientações curriculares

Abstract

This study investigates the practice of teachers who teach mathematics in the early years, in the light of curricular guidelines.The central problem of the research is translated by: What are the relationships and approximations between the practices of teachers who teach mathematics in the early years and the national curricular guidelines and norms? The objective is to analyze the aspects and elements that characterize the practice of teaching Mathematics of a group of teachers from two public schools in the same municipality, knowing their practices of teaching against the current curricular guidelines.To achieve this objective, the bibliographic review of the study was based on regulations and guidelines, especially on the National Curricular Parameters (BRAZIL, 1997) and the National Common Curricular Base (BRAZIL, 2017), in addition to the literature of Mathematics Education and Teacher Training that teach mathematics in the early years. The research is qualitative, bibliographic, descriptive and exploratory, which sought a broader understanding of the practices of teaching mathematics developed by a group of teachers in their classes. Data collection took place through an online questionnaire, via google forms, composed of eighteen questions applied to a group of eleven teachers working in two Municipal Schools. The questionnaire was carefully designed to address different aspects of Mathematics teaching practice in the early years. The data collected were treated by the construction of graphs, the description of the answers and the approximation with the theoretical framework, allowing a more comprehensive analysis and understanding of the mathematics teaching practices of the teachers participating in the research. The study reveals aspects of the practice of teachers who teach mathematics in the early years considering the influence of the taste for the discipline in the manner and emphasis of the concepts to be taught, the understanding and approach of the fields of mathematical knowledge (numbers and operations, geometry, magnitudes and measures, algebra, probability and statistics), the characterization of practices by valuing teaching methodologies, ways of planning classes, the search and the conditions of continuing education.Finally, the results corroborate the existence of the prescribed curriculum and the curriculum practiced by bringing the curricular guidelines closer to the practice of teachers who teach mathematics in the early years and reaffirm the importance of providing support to teachers, through continuing education, so that they can promote quality mathematics education in the early years