Avaliação de materiais curriculares por professores que ensinam Matemática em escolas da Educação do Campo

Abstract

In this research, we propose to investigate the evaluation of curriculum materials by teachers who teach Mathematics in the Early Years of Rural Education. The dissertation is organized in multipaper format, consisting of an introductory chapter, two articles and a chapter with final considerations. We approach the importance and influence of the evaluative action of teachers who teach Mathematics in the Initial Years in Rural Education, from their collaborations, two of them from the state network and the other from the municipal education network in the state of Minas Gerais. Therefore, starting from a state of knowledge, we initially invested in knowing what Brazilian research has investigated about the teacher-curricular materials relationship in Mathematics Education, seeking to emphasize the assessment that these professionals make of materials. Subsequently, through a case study, we sought to understand how the concepts of affordance and agency imply the evaluation of curriculum materials made by teachers. The theoretical framework is based on studies on curriculum materials and on the concepts of affordance and agency. In the case study, we resorted to interviews with teachers who teach Mathematics in the Initial Years of Elementary School in Rural Education, with the purpose of producing data on the relationship of these professionals with the curriculum materials, in particular, to what extent their assessment of materials when developing the mathematics curriculum. The results shed light on the discontinuity of the PNLD-Campo, public educational policy for the evaluation and distribution of material, which can compromise the potential of a meaningful and contextualized education in the field of Rural Education. Such discontinuity leads to the need to mobilize knowledge about the principles of Rural Education, in addition to those related to Mathematics and its teaching, to perceive affordances in the materials when evaluating them. Consequently, the curriculum development agency moves between teachers, curriculum materials and the profile of rural students, which is the determinant for decision making when evaluating and selecting curriculum materials, or part of them, when planning and conducting classes.