Uma viagem pela educação nas cercanias da década de 1980: a implantação da proposta curricular de matemática no estado de São Paulo

• Ano de defesa: 2015
• Autor(a) principal: Finato, Juliana Aparecida Rissardi [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Teachers, Training of; Professores - Formação; Educação e Estado; Professores de matematica; Matemática - Curriculos - 1980; Historia oral; São Paulo (Estado); Bauru (SP)
• Link de acesso: http://hdl.handle.net/11449/132589; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/18-12-2015/000855680.pdf

A Curriculum Proposal for the teaching of Mathematics was allocated to the state public school system in 1988 and represented an opposition, at least theoretically, the assumptions advocated by promoters of the Modern Mathematics Movement. Therefore, this study aimed to develop a understanding of the clashes of the São Paulo math teacher on the implementation of the Proposal, directing our gaze to the city of Bauru - SP. For its realization, we use the oral history as a methodology, making use of testimonials from people who were involved in some way with the production and implementation of this curriculum. The analysis was based on the convergence of analysis that from the set of produced testimonials, categories are prepared (common themes and divergent brought by interviewees) that help make a more general overview of our research goal. We discuss the implementation of the Curriculum Proposal in Bauru punctuating the various institutions that are involved in this process. We reflect also on the different curricula generated from a proposed curriculum, passing by numerous instances since its preparation until its implementation together with the teachers. We end this survey presenting our reflections and interpretations of the positions that our interviewees established before this deployment. We commented above, as well, about the difficulties of implementing a curriculum policy, mainly by the lack of concern for discussions on the beliefs and entrenched conceptions by their initial training or years of teaching