Álgebra nos anos iniciais: um olhar sobre a BNCC e a compreensão de professores

Abstract

This study explores the role of algebra in the early years of elementary education and examines teachers’ knowledge and instructional approaches to this thematic unit, with particular attention to the Base Nacional Comum Curricular (BNCC – Brazilian National Common Core Curriculum). The objectives are threefold: to analyze the possibilities and challenges involved in the training of early-years teachers, especially regarding mathematics instruction aimed at fostering students’ conceptual understanding; to examine the presence of algebra in the earlyyears mathematics curriculum as outlined in both the PCNs and the BNCC; and to reflect on teachers’ perceptions of mathematics teaching, with a specific focus on algebra. The research methodology includes a literature review grounded in the perspectives of key scholars in Mathematics Education who address algebra and algebraic thinking (Lins, Squalli, Kaput, Lima, Bianchini, Nacarato, Mengali, Passos). Additionally, field research was conducted at a public elementary school located in the agreste region of Paraíba, involving three female teachers through semi-structured interviews and descriptive analysis. The findings reveal that the participants demonstrate limited understanding of the implications of the BNCC for mathematics instruction, particularly concerning the inclusion and purpose of the "Algebra" thematic unit, despite the school’s curriculum planning being entirely based on this document.