A recontextualização de textos das diretrizes curriculares nacionais para os projetos pedagógicos dos cursos de licenciatura em matemática no Piauí

• Ano de defesa: 2021
• Autor(a) principal: Santos, Mayara de Miranda
• Orientador(a): Santana, Flávia Cristina de Macêdo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Diretrizes curriculares nacionais para formação de professores; Recontextualização; Projeto pedagógico de curso
• Palavras-chave em Inglês: National curriculum guidelines for teacher training; Recontextualization; Pedagogical course project
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; PLANEJAMENTO E AVALIACAO EDUCACIONAL::PLANEJAMENTO EDUCACIONAL; PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1484

This research aimed to analyze how the Pedagogical Projects of On-site Mathematics Degree Courses (PPC) in the state of Piauí provide evidence on the recontextualization of principles and regulatory texts of CNE/CP resolutions 01/2002 and 02/2002 and of the CNE/CP Resolution 02/2015, intending to know the current scenario of initial training courses for Mathematics teachers in the state. Bernsteinian concepts are used in order to analyze the displacement of texts from official documents that govern initial teacher education to the PPC of Licentiate Degree in Mathematics. It is research with a qualitative approach, operationalized through document analysis. The data were organized and analyzed in the light of Bernstein's (2000) description language, a methodological model that makes it possible to translate a dialectical relationship between the concepts constituted by a theory and the empirical data to be analyzed. From the analysis, the following categories emerged: recognition of degree courses in Mathematics in the state of Piauí, where we analyzed the institutions, geographic distribution, working hours, workload, vacancies; regions of curricular formative knowledge, where we analyze the subjects of specific knowledge, Mathematics Education, Education, practice as a curricular component and internship, and regions of general education knowledge, where we address the profile of graduates, inclusive education and diversity, digital technologies, articulation between initial and continuing education and curricular interdisciplinarity The analysis made it possible to infer that the analyzed courses do not reproduce the orientations of the resolutions, they recontextualize such orientations, selectively repositioning and refocusing texts, based on their understandings and interpretations. Regarding the texts of the resolutions and the analysis of the projects, it was possible to notice advances between the resolutions CNE/CP No. 02/2002 and No. 02/2015, however, even with these advances, the analysis of the data allowed us to consider that course designs approximate a code-collection curriculum. This finding is because the analysis pointed out that the curriculum of the Licentiate Degree courses in face-to-face Mathematics in the state of Piauí is constituted by a set of knowledge organized in isolated contents and limited hours, the subjects, in general, do not communicate, which it leads to an isolation and strengthening of the boundaries of the discursive categories of the curriculum. In this curricular arrangement, there is a tendency towards a hierarchy of knowledge; thus, power relations tend to strengthen.