Relação professor-materiais curriculares: estudo na perspectiva da integração Matemática e Química

Abstract

The research portrayed here was guided by the objective of analyzing the relationship teacher integrative curriculum materials of Mathematics and Chemistry, giving rise to this dissertation, which is organized in a multipaper format, with an introduction chapter, two articles and a chapter with final considerations. Questions were oriented towards getting to know Mathematics and Chemistry incorporated into curriculum materials that integrate the Natural Sciences area, evaluated and distributed within the scope of PNLD 2021; and to discuss how two Chemistry teachers read, interpret and evaluate curriculum materials that integrate this area of knowledge. The theoretical framework refers to studies on curriculum integration; the Knowledge of Curriculum Embedded Mathematics and Chemistry — KCEMC model; and the teachers’ relationship with the materials. The teacher’s manual was analyzed and the reproduction of two projects in the student’s book of a curriculum material, characterized as Integrator Project, intended for High School. An interview was also carried out with two teachers who teach Chemistry, based on a discussion group, focusing on their interactions with the curriculum resources. The results indicate the lack of transparency for the teachers about the conceptualization of curriculum integration, work with projects, organization of the contents and degree of complexity of the activities (cognitive demands), both in the texts of the introductory part of the material and in the texts with orientations for the development of the analyzed projects, which can restrict the teaching professional knowledge and imply teaching practices that can diverge from the purposes of the curriculum material and compromise the learning of both teachers and students.