BNCC for high school: a view from mathematics teachers

Authors

DOI:

https://doi.org/10.17058/rea.v32i1.19112

Keywords:

BNCC, High school, Mathematics, Teachers, Curriculum reform

Abstract

The article aims to understand how Mathematics teachers evaluate the relevance of their participation and that of the institution in the process of preparing the BNCC. To produce the information, a focus group meeting was held and an online questionnaire was administered to seven Mathematics teachers at IFSul. The analysis was through the application of the Collective Subject Discourse method (Lefèvre and Lefèvre, 2005). Finally, the preparation of the document was carried out by rejecting the participation of characters from schools, with little involvement from the institution in motivation, culminating in the absence of teachers.

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Author Biographies

Lupi Scheer dos Santos, Universidade Federal do Rio Grande

Doutorando do Programa de Pós-Graduação em Educação em Ciências da Universidade Federal do Rio Grande. Licenciado em Matemática, pela Universidade Federal de Pelotas. Professor do Instituto Federal Sul-Rio-grandense - Campus Pelotas.

Elaine Corrêa Pereira, Universidade Federal do Rio Grande - FURG

Universidade Federal do Rio Grande-FURG, Professora Associada do Instituto de Matemática, Estatística e Física-IMEF, Rio Grande, Brasil
Pós-Doutora pela Universidade Eduardo Mondlane (UEM), Moçambique. Professora do Programa de Pós-Graduação em Educação em Ciências.

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Published

2024-07-30

How to Cite

Scheer dos Santos, L., & Pereira, E. C. . (2024). BNCC for high school: a view from mathematics teachers. Reflexão E Ação, 32(1), 152-168. https://doi.org/10.17058/rea.v32i1.19112

Issue

Vol. 32 No. 1 (2024)

Section

Artigos do Fluxo

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