Base Nacional Comum Curricular: uma reflexão sobre a formação continuada de docentes que ensinam matemática nos anos finais do Ensino Fundamental

• Ano de defesa: 2019
• Autor(a) principal: Paiva, Antônia Vanda de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Mestrado em ensino de ciência e matemática; Cruzeiro do Sul
• Palavras-chave em Português: BNCC; Políticas públicas; Formação continuada de professores de matemática dos anos finais do ensino fundamental; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO::CURRICULOS ESPECIFICOS PARA NIVEIS E TIPOS DE EDUCACAO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/271

The Master Dissertation presents a reflection about the continuous formation of teachers who teach Mathematics in the final years of elementary education is treated in the third version of the National Curricular Common Base (BNCC). The proposed problem is to analyze how the continuing formation of specialist teachers who teach the contents of Mathematics in the final years of elementary education is dealt with in the third version of the National Curricular Common Base. The general objective is to broaden the understanding of how the third version of the National Curricular Common Base treats the continuing education of specialist teachers, who teach mathematics in the final years of elementary school, considering the possibility of organizing quality to continuing education for these teachers, but that can be organized to attend the needs and characteristics of both initial and continuing formation of teachers in this area of knowledge, as well as the other levels and modalities of teaching. The analysis results indicate that the lack of clarity, contradictions, gaps, omissions, ambiguity, depth and magnitude of the changes and norms that the third version establishes in the document, do not indicate collaborate with the extension of the understanding of the idea proposed by the document itself, guarantees essential learning for all students and only mentions the Union's responsibility for initial and continuing teacher formation, shows little progress compared to what is proposed by the NCPs (1997) and indicates retrogression in relation to professor’s freedom to establish what understanding should be considered in relation to the concepts that regulate and the order in which the objects of knowledge (contents) of all curricular components should be taught.