The Brazilian Society of Mathematical Education and the National Common Curriculum Base
The Brazilian National Common Curricular Base [NCCB], created between 2015 and 2018, consists of stated curricular documents. Its building process involved strong political aspects and was the center of conflicts and tensions in the educational context of the country. The policy cy...
| Main Author: | |
|---|---|
| Format: | Online |
| Language: | por spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2020
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9757 |
| _version_ | 1801706451489521664 |
|---|---|
| author | Dias, Marcelo de Oliveira |
| author_facet | Dias, Marcelo de Oliveira |
| author_sort | Dias, Marcelo de Oliveira |
| collection | OJS |
| description | The Brazilian National Common Curricular Base [NCCB], created between 2015 and 2018, consists of stated curricular documents. Its building process involved strong political aspects and was the center of conflicts and tensions in the educational context of the country.
The policy cycle approach, proposed by Ball, has been frequently used by researchers of curriculum policy, among other fields. This approach is a relevant methodological trend for the understanding of curricular reform processes based on the NCCB’s production and influence contexts, on the paradigms that directed the building process, as well as on the ideological tensions resulting from the participation of multilateral organizations. In order to achieve this objective, this article presents an analysis of the positions coming from public documents and interviews with a representative of the Brazilian Society of Mathematical Education, conducted at specific moments during the process of building the document established for learning mathematics in Brazil. The analyses showed a need to reflect on vertical models, silenced voices and mathematical contents as management and performativity instruments printed in the reform. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9757 |
| institution | Revista Praxis & Saber |
| language | por spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-97572021-07-13T03:59:07Z The Brazilian Society of Mathematical Education and the National Common Curriculum Base La Sociedad Brasileña de Educación Matemática y la Base Nacional Común Curricular A Sociedade Brasileira de Educação Matemática e a Base Nacional Comum Curricular Dias, Marcelo de Oliveira curricular policies National Common Curriculum Base mathematics Brazilian Society of Mathematical Education políticas curriculares Base Nacional Común Curricular matemática Sociedad Brasileña de Educación Matemática políticas curriculares Base Nacional Comum Curricular matemática Sociedade Brasileira de Educação Matemática The Brazilian National Common Curricular Base [NCCB], created between 2015 and 2018, consists of stated curricular documents. Its building process involved strong political aspects and was the center of conflicts and tensions in the educational context of the country. The policy cycle approach, proposed by Ball, has been frequently used by researchers of curriculum policy, among other fields. This approach is a relevant methodological trend for the understanding of curricular reform processes based on the NCCB’s production and influence contexts, on the paradigms that directed the building process, as well as on the ideological tensions resulting from the participation of multilateral organizations. In order to achieve this objective, this article presents an analysis of the positions coming from public documents and interviews with a representative of the Brazilian Society of Mathematical Education, conducted at specific moments during the process of building the document established for learning mathematics in Brazil. The analyses showed a need to reflect on vertical models, silenced voices and mathematical contents as management and performativity instruments printed in the reform. La Base Nacional Común Curricular brasileña [BNCC], creada entre 2015 y 2018, está constituida por documentos curriculares determinados, cuyo proceso de construcción presentó fuertes componentes políticos y fue centro de conflictos y tensiones en el contexto educativo del país. El enfoque de ciclo de políticas, formulado por Ball, ha sido usado con frecuencia por investigadores de políticas curriculares, entre otros campos. Este enfoque es una tendencia metodológica relevante para la comprensión de procesos de reforma curricular a partir de los contextos de producción e influencia de la BNCC, así como de los paradigmas que dirigieron esa construcción y de las tensiones ideológicas producto de la participación de organismos multilaterales. Para lograr tal objetivo, este artículo presenta un análisis de las posiciones provenientes de documentos públicos y de entrevistas con un representante de la Sociedad Brasileña de Educación Matemática en momentos específicos durante el proceso de construcción del documento establecido para el aprendizaje de matemáticas en Brasil. Los análisis evidenciaron una necesidad de reflexionar sobre los modelos verticales, las voces silenciadas y los contenidos matemáticos como instrumentos de gestión y performatividad impresos en la reforma. A Base Nacional Comum Curricular brasileira [BNCC], criada entre 2015 e 2018, é constituída por documentos curriculares prescritos, cujo processo de construção apresentou fortes componentes políticos e vem sendo alvo de conflitos e tensões no contexto educacional do país. A abordagem do ciclo de políticas, formulada por Ball, vem sendo frequentemente empregada por pesquisadores de políticas curriculares, entre outros campos. Esta abordagem é um viés metodológico relevante para a compreensão dos processos de reforma curricular a partir dos contextos de produção e influência da BNCC, bem como dos paradigmas que nortearam essa construção e os constrangimentos ideológicos que resultam do envolvimento de organismos multilaterais. Para atingir esse objetivo, o presente artigo apresenta uma análise de posicionamentos provenientes de uma carta pública e de uma entrevista com um representante da Sociedade Brasileira de Educação Matemática, que abordou questões momentos específicos durante o processo construtivo do documento prescrito para a aprendizagem matemática no Brasil. As análises evidenciaram a necessidade de reflexões sobre os modelos verticalizados, vozes silenciadas e conteúdos matemáticos como instrumentos de gestão e performatividade impressos no movimento de reforma. Universidad Pedagógica y Tecnológica de Colombia 2020-02-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip application/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9757 10.19053/22160159.v11.n26.2020.9757 Praxis & Saber; Vol. 11 No. 26 (2020): Educación matemática; e9757 Praxis & Saber; Vol. 11 Núm. 26 (2020): Educación matemática; e9757 Praxis & Saber; Vol. 11 No 26 (2020): Educación matemática; e9757 Praxis & Saber; V. 11 N. 26 (2020): Educación matemática; e9757 Praxis & Saber; v. 11 n. 26 (2020): Educación matemática; e9757 2462-8603 2216-0159 por spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9757/9213 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9757/9239 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9757/9240 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9757/10358 Derechos de autor 2020 Marcelo de Oliveira Dias |
| spellingShingle | curricular policies National Common Curriculum Base mathematics Brazilian Society of Mathematical Education políticas curriculares Base Nacional Común Curricular matemática Sociedad Brasileña de Educación Matemática políticas curriculares Base Nacional Comum Curricular matemática Sociedade Brasileira de Educação Matemática Dias, Marcelo de Oliveira The Brazilian Society of Mathematical Education and the National Common Curriculum Base |
| title | The Brazilian Society of Mathematical Education and the National Common Curriculum Base |
| title_alt | La Sociedad Brasileña de Educación Matemática y la Base Nacional Común Curricular A Sociedade Brasileira de Educação Matemática e a Base Nacional Comum Curricular |
| title_full | The Brazilian Society of Mathematical Education and the National Common Curriculum Base |
| title_fullStr | The Brazilian Society of Mathematical Education and the National Common Curriculum Base |
| title_full_unstemmed | The Brazilian Society of Mathematical Education and the National Common Curriculum Base |
| title_short | The Brazilian Society of Mathematical Education and the National Common Curriculum Base |
| title_sort | brazilian society of mathematical education and the national common curriculum base |
| topic | curricular policies National Common Curriculum Base mathematics Brazilian Society of Mathematical Education políticas curriculares Base Nacional Común Curricular matemática Sociedad Brasileña de Educación Matemática políticas curriculares Base Nacional Comum Curricular matemática Sociedade Brasileira de Educação Matemática |
| topic_facet | curricular policies National Common Curriculum Base mathematics Brazilian Society of Mathematical Education políticas curriculares Base Nacional Común Curricular matemática Sociedad Brasileña de Educación Matemática políticas curriculares Base Nacional Comum Curricular matemática Sociedade Brasileira de Educação Matemática |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9757 |
| work_keys_str_mv | AT diasmarcelodeoliveira thebraziliansocietyofmathematicaleducationandthenationalcommoncurriculumbase AT diasmarcelodeoliveira lasociedadbrasilenadeeducacionmatematicaylabasenacionalcomuncurricular AT diasmarcelodeoliveira asociedadebrasileiradeeducacaomatematicaeabasenacionalcomumcurricular AT diasmarcelodeoliveira braziliansocietyofmathematicaleducationandthenationalcommoncurriculumbase |
