Marcio Antonio da Silva

Organização curricular da matemática no Ensino Médio: a recursão como critério

This theoretical essay aims at stimulating discussions on the mathematics curriculum in Brazilian high schools, through the presentation of research results that converge on the necessity of breaking the linear organizational paradigm, as illustrated by the metaphor of the bucket, building and chain links. To overcome this model, we present three other metaphors - the spiral curriculum, net- work curriculum and fractal curriculum. They express relatively new ways of conceiving knowledge in a postmodern perspective and influenced by complexity theory. We analyze recursion as a criterion of the organizational mathematics curriculum, contemplating what we name inter- and intra-mathe- matical aspects. We conclude that the mathematical content can gain more meaning when contextual- ized widely in other disciplines and other blocks of content and referencing issues already studied in previous series, but in new contexts and situations are more complex.

Prática Avaliativa de Matemática: um dispositivo pedagógico de subjetivação

O texto divulga alguns resultados de uma pesquisa de mestrado ja concluida, discute e problematiza a avaliacao como ferramenta pedagogica que se exercita na sala de aula para a subjetivacao de uma professora de Matematica e seus alunos, questionando enunciados sobre praticas avaliativas que sao silenciados e podem ter implicacoes na producao de subjetividades. Aproxima-se das teorizacoes de Michel Foucault sobre a constituicao de sujeitos em um movimento de analise que situou a avaliacao em um lugar-outro do discurso pedagogico, inscrevendo-a como uma pratica de diferenciacao e uma ferramenta pedagogica para tornar visiveis os que aprendem e os que nao aprendem na escola, e para a formacao de um sujeito avaliador.

Brazilian Mathematics Education in High School

The aim of this chapter is to share with the national and the international academic community an overview of Brazilian mathematics education research, based on the papers approved and presented at the International Seminars on Research in Mathematics Education (SIPEM) by the Working Group Mathematics Education in High School (WG03). Aimed originally at creating a space that would gather research addressing this level of basic schooling in Brazil (students from 15 to 17 years old), in this chapter the group resumes its trajectory. To present and analyze the results of the research studies, we organized the themes in three axes, namely: Teaching and Learning; Curriculum and Curricular Materials; Youth and Adult Education (EJA), Special Education, Professional Training and Teacher Training. We concluded that the studies associated with the Teaching-Learning axis were responsible for more than 60% of the presentations in these events. However, in the last three editions, the studies associated with Curriculum and Curricular Materials and with EJA, Special Education, Professional and Teacher Training axes divided the attention, especially in the last SIPEM, where presentations involving the Curriculum theme gained more space. We conclude the chapter by suggesting that the groups involved in research about high school investigate some paramount questions the debates have missed so far.