Desenvolvimento curricular de Matemática nos anos iniciais na perspectiva do professor e do coordenador: um estudo do projeto EMAI de São Paulo
Resumo
The general objective of this research paper is to have an understanding of the
process of curricular development in the Initial Years of Basic Education from the
perspective of teachers and teacher coordinator. This general objective breaks itself
up into two specific ones: 1. to describe the perceptions of teachers about the project
“Mathematical Education in the Initial Years (EMAI)”; 2. to point out the main aspects
involved in curricular development for these teachers and teacher coordinator of the
Initial Years within the scope of teacher formation. To this aim a qualitative research
was done, of the interpretative type, in a State Public School in the city of Franca
(SP) and three instruments were employed for data compiling: open and closed
question type questionnaires for teachers; interview with three pre-selected teachers
and a teacher coordinator of the school besides videos furnished by the school and
the Regional Educational Bureau of the São Paulo State Educational Secretary.
Results indicate that teachers realize positive aspects of the EMAI Project, such as
well-built learning sequences containing diversified activities, teaching work
guidance, enhancement of student thought and creativity, and spiral teaching and
learning. On the other hand they point out some limitations of pedagogical practice in
relation to the need for concept systematizing, insufficient time for activities, and the
need for more problem-solving situations within the learning sequences. In relation to
the curricular development in the school we were able to demonstrate that the
formation done with the teachers has been directed to the implementation of the
prescribed and presented curriculum, although we have gathered indications, voiced
by teachers and the coordinator, of the need to enhance the formation under the
perspective of collaborative teams that could give greater autonomy to the teacher
providing him with a differentiated look, mainly on the real curriculum, as observed in
classroom practice, in search for a comprehension of mathematical contents and
forms of teaching and learning.