Parâmetros Curriculares Nacionais e Base Nacional Comum Curricular: uma comparação a partir da disciplina matemática
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–19
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
16
1
16
1
Resumo
Esse artigo se propôs a comparar os Parâmetros Curriculares Nacionais e a Base Nacional Comum Curricular, observando a parte dedicada a disciplina de matemática, para responder às questões: o que foi atualizado entre um documento curricular e outro? Quais as diferenças e semelhanças entre os dois? Para tentar respondê-las realizamos uma pesquisa bibliográfica contextualizando a criação de documentos curriculares nos últimos 50 anos e realizamos uma comparação entre os dois documentos. Como resultados, percebemos que tanto a BNCC quanto os PCN foram documentos construídos sem a participação de professores e pesquisadores, sem considerar as contribuições que poderiam trazer para esses debates e de que a BNCC previu a criação de currículos estaduais e municipais complementando-a. Ainda assim, os PCN tinham a propósito de fornecer elementos para ampliar o debate dos professores, enquanto a BNCC apresentaum outro de caráter normativo. Nos pareceu ainda ter sido destacada a álgebra na BNCC, visto que se tornou umaunidade temática e o estudo de funções se tornou obrigatório no ensino fundamental.
This article aims to compare the National Curriculum Parameters and the Common National Curriculum Base, observing the part dedicated to the subject of Mathematics, in order to answer the questions: what has been updated between one curriculum document andanother? What are the differences and similarities between the two? To try to answer them, we carried out a bibliographical research contextualizing the creation of curriculum documents in the last 50 years, and we made a comparison between the two documents. As a result, we realized that both the BNCC and the PCN were documents built without the participation of professors and researchers, without considering the contributions they could bring to these debates and that the BNCC foresaw the creation of state and municipal curricula to complement it. Even so, the PCN had the purpose of providing elements to broaden the teachers' debate, while the BNCC presents another one of a normative character. It also seemed to us to have highlighted algebra in the BNCC,as it became a thematic unit, and the study of functions became mandatory in elementary school.difficulties in this elaboration. It still seemed to us that algebra was highlighted in the BNCC, since it became a thematic unit, and the study of functions became mandatory in elementary school.
This article aims to compare the National Curriculum Parameters and the Common National Curriculum Base, observing the part dedicated to the subject of Mathematics, in order to answer the questions: what has been updated between one curriculum document andanother? What are the differences and similarities between the two? To try to answer them, we carried out a bibliographical research contextualizing the creation of curriculum documents in the last 50 years, and we made a comparison between the two documents. As a result, we realized that both the BNCC and the PCN were documents built without the participation of professors and researchers, without considering the contributions they could bring to these debates and that the BNCC foresaw the creation of state and municipal curricula to complement it. Even so, the PCN had the purpose of providing elements to broaden the teachers' debate, while the BNCC presents another one of a normative character. It also seemed to us to have highlighted algebra in the BNCC,as it became a thematic unit, and the study of functions became mandatory in elementary school.difficulties in this elaboration. It still seemed to us that algebra was highlighted in the BNCC, since it became a thematic unit, and the study of functions became mandatory in elementary school.
Descrição
Palavras-chave
Parâmetros Curriculares Nacionais, Base Nacional Comum Curricular, Matemática, National Curriculum Parameters, Common National Curriculum Base, Mathematics
Citação
GERONIMO, Rafael Rix; GATTI, Daniel Couto; BARBOSA, Lucas Diego Antunes. Parâmetros Curriculares Nacionais e Base Nacional Comum Curricular: uma comparação a partir da disciplina matemática. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 16, n. 1, p. 1–19. 2021. https://doi.org/10.5007/1981-1322.2021.e81267. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/81267/47531. Acesso em: 2023-09-18