Dilemas e perspectivas de professores(as) que ensinam nos anos iniciais do ensino fundamental da rede de ensino do Estado do Maranhão à luz da Base Nacional Comum Curricular

Abstract

The research deals with the contributions of the Initial and Continuing Training of pedagogical teachers who teach Mathematics in the Initial Years of Elementary School, in the first learning cycle, from the 1st to the 3rd year. The general objective was to investigate whether schools and classrooms from the 1st to the 3rd year are favorable environments for the development of Mathematical Literacy, the construction of mathematical knowledge and the practices developed by teachers and students. , in light of the National Common Curricular Base (BNCC). The problem was outlined through the following question: How important is Continuing Training for the professional development of pedagogical teachers who teach Mathematics? What has been recommended by BNCC for teaching Mathematics by teachers, and their vigilant

with a qualitative approach, exploratory in nature. The data collection instruments were questionnaires and official documents (textbook, curriculum matrix, non-participant observations, lesson plan, annual plan, Pedagogical Political Project and activities in students' notebooks). The research subjects were six pedagogical teachers who teach Mathematics at two schools in the education network in the State of Maranhão. For the analysis and interpretation of the data, organizational tables, quantitative and qualitative questions and answers were used, in line with the BNCC's supporting currents. The research product consists of a Pedagogical Manual, using the BNCC as a reference, its indications and guidelines on the first learning cycle in Elementary Education. It is concluded that the Initial Training of teachers does not include the skills required for the daily teaching job. Thus, the teachers participating in the research understand that the BNCC, as a guiding instrument for educational practices, has great potential for development, however, it needs to be disseminated, bringing awareness of an intellectual tool and protagonist to teachers and students( as), peers in the active construction of knowledge.