O programa ler e escrever e o ensino de matemática nos anos iniciais da rede pública de São Paulo

Abstract

The present research it is a study of historical approach which aimed to investigate and analyze the deployment process of the "Programa Ler e Escrever" (Reading and Writing Program), of the State Department of Education of São Paulo, that took place in a public school in Campinas/SP -Brazil . On one hand, the program comes as an attempt to improve the quality of teaching in public schools in São Paulo.On the other, the way the content and the curriculum guidelines are made for the discipline of mathematics are questioned by a group of polyvalent teachers that work in the first three years of elementary school at the investigated school. The research was directed by the following question: "What are the guidelines proposed by the "Ler e Escrever" program for teaching mathematics and how is it's reception in a specific public school?". To understand this process, a historical and documental analysis was performed on the "Ler e Escrever" program, understood as a public policy, seeking in the guides of teaching orientations of the program: collections of activities for the students, curriculum guidelines, announcements, resolutions and legislations published in the Diário Oficial (Official Gazette), trying to understand the historical context from which the program was due; we also interviewed five teachers and one Professor Coordinator of the "Núcleo Pedagógico" (Pedagogical Center -PCNP), in order to see how this public policy was conceived and how it has actually occurred in the school routine. We sought studies about Literacy and Numeracy, which are indispensable elements for the curricular organization of the literacy cycle, reflecting on the contributions and challenges that the program provides regarding the teaching of mathematics in the early years of elementary school. The preliminary guidelines of the "Projeto Educação Matemática nos Anos Iniciais" (Mathematics Education in Early Years Project), the EMAI, that emerged during our research as an addendum to "Ler e Escrever" program, were also part of our investigations. The analysis was performed throughout the research, seeking the dialogue between the different sources and especially with the daily practice of teachers in the classroom reality. The disruption of the public policies of the last thirty years, the lack of dialogue between the state and the federal proposals, the external evaluations as a form of controlling the work of the teachers and the students' learning are some of the factors that have contributed increasingly more for narrowing the curriculum in the first three years of elementary school, prioritizing the teaching of Portuguese language instead of Mathematics.