Mathematics for the early years at BNCC and reflections about the teaching practice

Abstract

This paper addresses the main aspects of the National Common Curricular Base (BNCC) with regard to mathematics for the early years of elementary school. We consider the process of preparing the BNCC since its inception and the context of approval marked by the interests of different groups in a political context also marked by the complexity and disputes of different orders. It involves documentary analysis and discussion of the implications of the BNCC organization for the practice of teachers who teach mathematics in the early years. Authors from the field of Education and Mathematical Education who deal with curricular issues and teaching practice are used. The BNCC, for the field of Mathematics in the early years, presents tables divided into five thematic units (Numbers, Algebra, Geometry, Quantities and Measurements and Probability and Statistics), objects of knowledge and skills. From the 1st to the 5th year, 126 skills are presented, listed through alphanumeric codes. From the identification of the characteristics of the BNCC, we highlight reflections necessary for teaching practice in the early years. In addition to meeting so many demands from the school, from the students, from managing their professional development, from surviving on low wages, working conditions that are far from ideal, we are afraid that each of these skills will become just one item on one more listing for be charged as the responsibility of that teacher and as something fragmented, without the vision of the whole that make up Mathematics to be developed at school. Teaching practice, to be characterized as effectively pedagogical practice, involves multiple aspects and if teachers are not involved in study, reflection, discussion about the characteristics of BNCC incorporated into the curriculum of their state or municipality, we consider that there may be implications of technicist character, fragmented, making it difficult to exercise a reflexive practice that should involve not only each thematic unit proposed in the BNCC, but a better understanding of such articulated units and of Mathematics as a whole.