Possíveis estratégias dos professores de matemática para implementar a BNCC no ensino dos números racionais em uma escola rural

Abstract

The present search work does a cutting on the Common National Curriculum Base - BNCC to treat specifically the teaching of the rational numbers on the Middle School at a rural school. The search has as main goal investigate the strategies the Mathematic teachers of a rural school visualize to implement the objects of knowledge of rational numbers from BNCC, we seek identify and understand what is the vision of Mathematic teachers regarding the teach taught on the rural schools and which would be their contributions, with the BNCC’s help, for a future improvement on the teach of Mathematic. The search was fulfilled on the perspective of a qualitative search, where we apply a quiz semi-structured to each teacher, with open and close questions, about how actually is approached the rational numbers and connect how would be approached if the competences and skills proposals by BNCC to the same object of knowledge were considered. The quiz was answered by two Mathematic teachers of a rural school, Teacher A ruler of the classes of the 6th, 7th e 8th grade and Teacher B ruler of 9th grade, and we adopt the following stages to analyze the datas: the first one is about the investigation, a situational analysis (diagnostic) of the work of the Mathematic teachers who teach at a rural school; the second, is about a analysis of how the BNCC can influence the process of the rational numbers’ teach at the Middle School; the third is about the datas’ treatment that was got by the Bardin’s content analysis, getting analysis categories that emerge with reading and interpreting the author. The first category is about the Skills Mobilization which describes the proposals of the teachers’ teach to develop the BNCC’s objects of knowledge. The second category is the Rational Numbers which is about the specific skills mobilizations for such mathematical objects. The third category is of Technologies on School that emerges from the BNCC’s discrepancy with the space of a rural school. The fourth category treats the Contextualization of a rural school pointing specificies on the process of teaching and learning. We point out as contributions of the study the production of organized data in front of the Mathematics teacher that situate how the teaching of rational numbers in a rural school is absorbing the BNCC. Specifically, we point out the initial phase of understanding the document, as slowly and gradually swallowed by the professors, the predominance of knowing how to do it and the specificities in the study of percentages. Even so, we believe that the study can support future research on the evolution of the understanding of the BNCC proposal and the necessary adaptations of schools to implement it.