Análise das modificações curriculares para o ensino de geometria na educação básica brasileira.

Abstract

Although knowledge of geometry is necessary for interpretive reading of the world, studies indicate that its teaching in Brazil is the one with the greatest learning deficit. This situation can be explained based on the history of the direction that mathematics teaching has taken. in the country. In 1989, professor Regina Maria Pavanello defended her master's thesis addressing a historical view on the abandonment of geometry teaching in Brazilian schools, this phenomenon linked to the democratization of teaching in the country and the Modern Mathematics Movement (MMM), thus, it is pertinent Understanding whether the curriculum for the final years of elementary school, post MMM, highlights the importance of geometry in the training of Brazilian students or is not a priority. Therefore, the present work aims to analyze whether the curricular changes in Brazilian basic education proposed for mathematics aim to reverse the abandonment of geometry teaching in the country described by Pavanello in his master's thesis "The abandonment of geometry teaching: a historical view”. The research has a qualitative approach and is of a documentary type, in addition, it uses content analysis criteria. The collection of curricular documents occurred through research in original internet databases in Portable Document Format (PDF ) which were downloaded for further analysis, following the guidelines described by Cellard (2012). The results show that the Modern Mathematics Movement really influenced the teaching of geometry in the country, as well as Law 5692/71, which reflected in the reduction of content of geometry in textbooks and classes, with teachers not having to work on the subject because they did not feel prepared to use new approaches such as the association of set theory with the teaching of geometry, but with the production of the National and Base Curricular Parameters National Common Curricular seeks to modify the abandonment of this content whether in the form of organization, the use of new resources or associating the contents with contexts of the students' reality. However, despite having a mandatory national curriculum base, it cannot be said that abandonment continues except through a thorough research into the composition of other relevant elements such as textbooks and teacher training. Finally, it is hoped that this work can contribute to future research on the topic.