Educação Matemática e Política Curricular: estudo comparativo entre os currículos paulistas para o Ensino Médio de 2011 e 2020

Abstract

This research is guided by the following questions: what are the main changes in the official curriculum policy for Mathematics in High School in the state of São Paulo that occurred in the period from 2011 to 2020 and how did they occur? Starting from the hypothesis that the changes that occurred in the scope of curricular policies are aimed at training and guiding individuals towards a new societal model, this research aimed to analyze the curricular policy of the São Paulo state network and the teaching of Mathematics in 2011 and 2020 in the light of Historical-Critical Pedagogy. We start from historical-dialectical materialism to analyze the Official Curriculum Proposals of the São Paulo state network of 2011 and 2020, in order to identify the changes in the conception of Curriculum, Mathematics education and privileged knowledge from its historical eternity. For this, we study the Historical-Critical Pedagogy and its conception of education and the history of Mathematics education in Brazil and in the world, associated with movements of curriculum policy formulations. As a result, we observed that changes in a Curriculum Proposal move towards the consolidation of the neoliberal project of society.