O Novo Ensino Médio e as Prescrições Curriculares de Matemática para o Estado de São Paulo em 2024

Abstract

After the implementation of the National Common Curricular Base – BNCC (Brazil, 2018), states and municipalities began to write their curricular prescriptions, since, from that moment on, we began to have an indication of the fundamental skills to be developed by students during Basic Education, as a way to achieve equity in education. Thus, this article aims to instigate reflection and discussion on the directions given in relation to the objects of knowledge to be worked on in the state network of São Paulo, mainly for the 3rd year of high school, since it is the students who are at the end of the Basic Education cycle, they will take the National High School Exam - Enem, the Provão Paulista and entrance exams for different Higher Education institutions. This reflection is necessary so that we can understand the direction that state education is taking, so that possible reformulations can be made, if necessary. To achieve our objective, we used a qualitative approach, through documentary and bibliographic research techniques. One of the points observed is that, even knowing the need to recompose learning, not only due to the pandemic period we have been through, but also due to the gap that has existed over the years, in terms of learning Mathematics, this work could be done throughout the teaching of objects of knowledge prescribed for the 3rd year of high school, in which the resumption of knowledge already constructed is possible.