Currículo de matemática: concepções de professores sobre o que se ensina.

Abstract

This work presents the results of a research carried out with teachers of the state schools located in the city of Mamanguape / PB on curriculum. The research had as general objective to investigate the conceptions of teachers who teach Mathematics in the final years of Elementary School, on what is Curriculum of Mathematics. In the theoretical foundation we bring the discussion about Curriculum, in specific Curriculum of Mathematics using as reference Sacristán (2000); Lopes and Macedo (2011); Luckesi (2011), National Curricular Parameters (1998), among others. In order to reach our objectives, a qualitative approach was carried out with four teachers who teach in the final years of Elementary School. And in the analysis of the data, it is characterized by a case study. For the data collection, an interview was used with the teachers participating in the research. After this action, an analysis was performed, crossing the data with the answers of the teachers together with our reference. With the test results, so far regarding the conceptions that teachers have on Curriculum, specifically in Mathematics, we had divergent answers. Thus, based on the statements of the teachers participating in the research, it was clear the difficulties they face in the issues of school structure and methodological resources that schools do not have, thus leading them to remain in traditional teaching using chalkboard, chalk or brush. So, we understand that we need to plan ahead to get an adequate education, which in turn, is aimed at improving our education.