Relações entre currículo oficial e práticas pedagógicas em Matemática nos anos iniciais do ensino fundamental

Abstract

In this work, I look to investigate approaching and distancing between the official curriculum of Belo Horizontes Municipal School System and the pedagogical practices in Mathematics classes on the initial years of the Elementary School. The research was developed at a municipal school in Belo Horizonte, with a teacher who has been effective in this teaching system for over twenty years. For three months, I have accompanied this teachers classes, the routines, the materials, the teaching and methodological resources that she used. Concomitantly to the classroom observation, I have participated in four meetings of a service formation course that took place for an academic year on the research field. The trainer was hired by the schools administration to go to the institution monthly, during the regular work shift, to advise the teachers acting in the First and the Second Cycle of Formation about Mathematical teaching. The observations were registered on a field journal and some data were collected through photography and audio recordings. As a part of the empirical material collection, I have appealed to interviews with the initial years teacher and the trainer. My analysis was founded on J. Gimeno Sacristáns studies on the different dimensions of the curriculum that affect directly on the pedagogical practices. I have also relied on João Pedro da Pontes discussions about teaching practices of Mathematics teachers. In addition to reiterating some results already presented on previous researches about the challenges faced by teachers of the first years of Elementary Schoolon Mathematical teaching, considering the initial and continued formation of those professionals, my study points to the necessity of further developing of other pertinent discussions regarding the investigation of Mathematics pedagogical practices in that level of education. Although the official document has come out as an important reference to the teacher who has been watched, I noticed numerous innovative aspects on her educational practices that, according to her, were derivatives from the service formation course. From this vantage point, I have reflected on how a course that totalized only eight lesson hours on the second academic semester had effective and short-term results on the investigated teaching practices. I have also discussed the fact that the external evaluations took, at some points, the official curriculums function, prescribing the work that has been done in the classroom by the observed teacher.