Geometry in the final years of elementary education: an analysis of curriculum references under the perspective of the ontossemiotic approach
DOI:
https://doi.org/10.5007/1981-1322.2020.e70404Abstract
This article presents an analysis of curricular references regarding the geometric knowledge to be developed in the final years of Elementary School. It is an integral part of an ongoing research that aims to investigate the possibilities of establishing a curriculum for geometry in the final years of elementary school, in the region of the 36th Regional Education Coordination (CRE) of the State of Rio Grande do South, taking as reference the constructs of the Ontosemiotic Approach to Knowledge and Mathematical Instruction (EOS). The analysis is based on elements of Discursive Textual Analysis and as a reference to the Epistemic Suitability of the EOS. Firstly, we highlight the epistemic analysis produced in the document that presents the BNCC, with regard to geometric knowledge, and then, the analysis performed in the document that presents the curriculum proposal of a Municipality belonging to the 36th CRE, taking as reference the BNCC. Results indicate the presence, in the Common National Curriculum-BNCC, in an equitable way, of the epistemic components problem-situations, language, rules, arguments and relations. In the Curricular Proposal analyzed, it was possible to notice the forwarding of a work with Geometry focused on situations involving quantities and measures, with little emphasis on situations involving geometric objects and their properties. In addition, the BNCC points to a work with the geometry of transformations, as well as formal aspects of study of geometric objects, which are not present in the Curriculum Proposal. It is noteworthy that the document analyzed is under restructuring.
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