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Educação Matemática e o Ensino Técnico Profissionalizante em Nível Médio: uma análise curricular
| Content Provider | Semantic Scholar |
|---|---|
| Author | Carvalho, Renato Magalhaães Nacarato, Adair Mendes Reinato, Rosicler |
| Copyright Year | 2016 |
| Abstract | O ensino medio brasileiro sempre foi marcado pela falta de identidade e, historicamente, oscilou entre a perspectiva propedeutica e a profissionalizante. As discussoes no âmbito academico intensificaram-se com a Lei 9.394/96 (LDB), que situa esse nivel de ensino como fase terminal da educacao basica e, principalmente, com as legislacoes posteriores, que propoem o ensino medio integrado, na concepcao de formacao politecnica, com a articulacao entre trabalho, ciencia e cultura. Essas discussoes nao ocorrem com a mesma intensidade nas instituicoes de ensino medio e, no caso da matematica, ha sobreposicao de propostas, mas nenhuma, de fato, integradora. Este trabalho, de natureza documental, toma como objeto de analise a matematica a ser ensinada no ensino medio integrado. A partir da Resolucao CNE/CEB 2/2012 e das discussoes sobre a reformulacao do curriculo de matematica, tomou-se como analise de caso as ementas de matematica do curso de um Instituto Federal de Educacao. O estudo constatou a dificuldade de elaborar um curriculo de matematica segundo os principios estabelecidos pelas Diretrizes Curriculares Nacionais para o Ensino Medio (DCNEM). Prevalece a sobreposicao da concepcao de ensino de matematica para a formacao profissional aquela mais conceitual e formal, voltada a formacao geral. Palavras-chave : Ensino Medio Integrado. Formacao Matematica. Instituto Federal de Educacao. Mathematics Education and the vocational High School: a curriculum analysis Abstract: The Brazilian High School has always been marked by its lack of identity. Historically, it has always shifted from a propaedeutic to a vocational perspective. In the last two decades, after the enactment of Law 9394/96 (LDB), which places this school level as the last phase of basic education, discussions have been intensified mainly due to the subsequent legislations that highlight the need for an integrated High School, based on the conception of polytechnic education, promoting the integration of work, science and culture as dimensions of human life and aiming to retain adolescents and youngsters at school. However, such discussions do not occur with the same intensity in high schools, and in relation to mathematics education we can frequently observe the overlapping of proposals, but not the creation of one that is truly integrating. This documental study analyzes the teaching of mathematics in integrated high school at a Federal Institute of Education based on its syllabus and on discussions regarding mathematics curriculum reforms. It is possible to observe the difficulty in developing a mathematics curriculum that meets the principles set by the National Curriculum Guidelines for High School (DCNEM, Brazilian acronym). The overlapping of mathematics education conceptions still prevails: the issues related to mathematics in vocational education are overlapped by the one that is more conceptual and formal, directed towards general education. Key Words : Integrated High School. Mathematics education. Federal Institute of Education. |
| Starting Page | 25 |
| Ending Page | 44 |
| Page Count | 20 |
| File Format | PDF HTM / HTML |
| Volume Number | 8 |
| Alternate Webpage(s) | http://periodicos.unisantos.br/index.php/pesquiseduca/article/download/506/pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
