Impactos de materiais curriculares na prática do professor que ensina Matemática nos anos iniciais

Abstract

ResumoO artigo tem como objetivo discutir os impactos de materiais curriculares causados na prática de duas professoras dos anos iniciais que ensinam Matemática, com enfoque no bloco Espaço e Forma. Para embasar nossa análise utilizamos os estudos de Brown (2009) e Mcclain et al. (2009), a fim de compreender as relações estabelecidas entre professores e materiais curriculares e os impactos do contexto institucional. Por meio das observações das aulas e entrevistas, foi possível perceber que as professoras utilizam materiais de diferentes modos, reproduzem, adaptam e criam situações. Destacamos que os materiais podem ser ferramentas de apoio importantes para a prática dos professores, entretanto o uso do material é influenciado pelos recursos do professor e pelo contexto institucional. Assim, entendemos que para obtermos resultados de qualidade no uso de materiais é importante que o professor conheça as concepções do material e os conteúdos abordados. Palavras-chave: Materiais Curriculares. Educação Matemática. Anos Iniciais. AbstractThe article aims to discuss curricular material impacts on the practice of two teachers of early teaching mathematics, with a focus on Space and Form block. To base our analysis we use the Brown studies (2009) and Mcclain et al. (2009), in order to understand the relations between teachers and curriculum materials and the impact of the institutional context. Through observations of lessons and interviews, it was revealed that the teachers use materials in different ways, reproduce, adapt and create situations. We emphasize that the materials can be important tools to support the practice of teachers, though the use of the material is influenced by the teacher's resources and the institutional context. Thus, we understand that to obtain quality results in the use of materials is important that the teacher know the conceptions of the material and content covered.

Mensagens Da Prática Pedagógica Em Textos De Materiais Curriculares Educativos: Uma Análise a Partir Da Dimensão Interacional

“…In addition, they presented common characteristics, such as the contributions of Remillard and Brown and collaborators as theoretical foundation to situate and discuss the existing relation between teachers and materials, as well as the uses of educational curriculum materials by teachers, which can be classified as reproduction, adaptation and improvisation (BROWN, 2002(BROWN, , 2009. Studies by Lima (2014) and Pacheco and Pires (2015) corroborate the ideas of McClain et al (2009), when arguing that the way teachers use ECM is related to the way they consider the following factors, for example, discussion/reflection on the topic; curriculum program content; structure of the curriculum material; relationship between subjects in pedagogical practice and investigation of the problem situation (SILVA; BARBOSA; OLIVEIRA, 2013). Other factors were also identified in the research by Aguiar and Oliveira (2017), such as the aspects affecting the students' daily lives, questions of prescribed content and the lack of experience of students with investigative activities, factors that significantly contribute to the type of use of educational curriculum materials.…”

“…The results show that teachers relate to curriculum materials in pedagogical practices, sometimes reproducing, sometimes adapting, but rarely creating from what was proposed in them. In the studies of Pacheco (2015), in the same theoretical line as Lima (2014), the goal was to investigate how two teachers from the early years of São Paulo State Network were related to the specific curriculum materials from the set Space and Form of National Curriculum Parameters. Results show they used the curriculum materials in the same class differently -reproduction, adaptation and creation -, which were guided by the knowledge and conceptions of these professionals.…”

“…In this research, we consider both CMs and ECMs educational for their intention of promoting teacher learning and, consequently, student learning. In the studies developed by Lima (2014) and Pacheco (2015), the emphasis was on the relationship teachers established with ECM. In addition, they presented common characteristics, such as the contributions of Remillard and Brown and collaborators as theoretical foundation to situate and discuss the existing relation between teachers and materials, as well as the uses of educational curriculum materials by teachers, which can be classified as reproduction, adaptation and improvisation (BROWN, 2002(BROWN, , 2009.…”