The Basic Curriculum of Paraná Public School “post-modern mathematics”
DOI:
https://doi.org/10.5007/2175-795X.2022.e84079Keywords:
Basic curriculum for elementary school teaching, Historical-critical approach, Modern MathematicsAbstract
The aim of this article is to provide understanding about changes that occurred in the 1990 mathematics curriculum, proposed for public schools in Paraná. In order to do so, it analyzes, in addition to the Basic Curriculum, the guiding document for state’s education, published in 1990, as well as two proposals that in previous years (1973 and 1979) were suggested for elementary school teaching during the period of modern mathematics. The Basic 1990’s Curriculum comprised a 9-year teaching, from Pre-school to 8th grade, in which the contents followed a historical-critical approach in effect in that moment. In this proposal, the mathematical knowledge, which is of a social nature, expresses an approximation between mathematics and reality, which distances itself from previous proposals, that were focused on modern mathematics and on the transfer of models for mathematics education that came from abroad. The creators of the mathematics curriculum proposal, published in 1990, Carlos Alberto Vianna, Maria Tereza Carneiro Soares, Regina Luzia Cório de Buriasco and Regina Maria Michelotto, defended the interrelationship between numbers, operations, geometry and measurement, considering the advances brought by genetics’ psychology and correcting distortions of a partial and narrow perception of the Piagetian view of behavior in relation to the concept of activity. The social purpose of mathematics must be linked to an education compatible with the world in which one lives.
Keywords: Basic Curriculum for Elementary School teaching. Historical-critical approach. Modern Mathematics.
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