Relação professor-materiais curriculares educativos: uma análise dos enlaces do ensinar entre a Educação Física e a Matemática

Abstract

This study it had a main objective to analyze the relationship between teacher and educational curriculum materials from the curriculum integration of common among Physical Education and Mathematics in the Early Years of Elementary School. We propose to investigate in a first moment the curriculum integration between Physical Education and Mathematics at BNCC and in a second moment to discuss the knowledge mobilized by teachers of these two subjects in the initial years when interacting with an integrative educational material (MCEI). The theoretical contributions we use on curriculum integration, the teacher-curriculum material relationship, educational curriculum materials and teaching knowledge in this relationship directed us to the development of this analysis that used a qualitative methodological approach in the perspective of document analysis and field research with a semi-structured interview. From the collected data emerged the elaborated categories. The dissertation was organized in multi papers format containing: introduction, article one, article two and final considerations. The results indicate that the curriculum integration between Physical Education and Mathematics in general at BNCC points to only indications of an integral education of the individual of them global education, which evidences a need for a more specific theoretical direction of this legal device for the disciplines in the implementation of curriculum in schools in an extended way. More specifically, when investigating the possibilities of integration between the competences and skills of Physical Education and Mathematics, the results show that it is possible in the same teaching and learning situation to connect these two disciplines. Semi-structured interview with three collaborating teachers, a Physical Education and another two teachers from the early years who teaches Mathematics, we had evidence that when interacting with MCEI the teachers mobilized their knowledge to translate, interpret and understand this material and from it relate to their own teaching practice. Teachers approached the material objectives and reported their views and the possibilities of its use, its characteristics and elements. The material relationship integrated with your resources allowed teachers to appropriate the direction of a practice in the perspective of integration curriculum. The knowledge that teachers mobilized encompasses the dimensions of content, curriculum, teaching, students in an integrated manner, showing the inclusion of elements that integrate the material and educational elements for teachers favor the mobilization of these knowledges in an integrating perspective and can promote, based on the affordances of this material, opportunities for actions that are also integral to the practices of these teachers.