Os Parâmetros Curriculares Nacionais de matemática: o caso da resolução de problemas
Data
2024-09-02
Autores
Lucas, Jessica Ramos 
Orientadores
Bertini, Luciane de Fatima
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este Trabalho de Conclusão de Curso tem como objetivo principal a investigação dos Parâmetros Curriculares Nacionais - PCN de Matemática para o Ensino Fundamental analisando o caso da Resolução de Problemas. O presente trabalho considera a construção histórica das propostas curriculares no Brasil para compreender que os PCN se constituíram como documentos elaborados pelo Ministério da Educação que se propunham a apresentar orientações para a atualização e reorganização das propostas curriculares através de ações educativas e estimular um debate nacional sobre o documento. Os PCN de Matemática, em questão, destacaram a importância da resolução de problemas como um dos eixos centrais da Educação Matemática, o que torna possível que se coloque em discussão os saberes para ensinar e os saberes a ensinar. Para contribuir com a análise, também são levantados dados de um inventário analítico dos pareceres emitidos sobre a versão preliminar dos PCN de Matemática elaborados pelo próprio autor deste trabalho. Dessa forma, a análise da pesquisa contribui para a discussão sobre a concepção de Resolução de Problemas proposta no documento oficial, tendo em mente os vários significados atribuídos à problemas, analisando o seu contexto histórico, importância como metodologia no ensino de Matemática e como um elemento da matemática do ensino. Ao analisar a versão final dos PCN, conclui-se que diversas críticas dos pareceristas foram consideradas e com isso o documento passa a abordar sutilmente a proposta de Resolução de Problemas como a metodologia preconizada no Brasil por Lourdes de la Rosa Onuchic, indicando uma prática de ensino e de aprendizagem de matemática através da resolução de problemas.
This Undergraduate Thesis’ main objective is the investigation of the National Curriculum Parameters - PCN of Mathematics for Elementary Education, analyzing Problem Solving. This research considers the historical construction of educational curriculum proposals in Brazil to understand that the PCN were constituted as documents prepared by the Ministry of Education that proposed to present guidelines for the updating and reorganization of curriculum proposals through educational actions and to stimulate a national debate on the document. The PCN of Mathematics in question highlighted the importance of problem solving as one of the central axes of Mathematics Education, which makes it possible to discuss the knowledge for teaching and the knowledge to teach. To contribute to the analysis, data was also collected from an analytical inventory of the opinions in the production process of the preliminary version of the PCN of Mathematics prepared by the author of this thesis. Therefore, the analysis of the research contributes to the discussion on the conception of Problem Solving proposed in the official document, bearing in mind the various meanings attributed to problems, analyzing their historical context, its importance as a methodology in Mathematics teaching and as an element of mathematics of teaching. When analyzing the final version of the PCN, it is concluded that several criticisms from the reviewers were considered and due to this, the document begins to subtly present the Problem Solving proposal as the methodology proposed in Brazil by Lourdes de la Rosa Onuchic, indicating a practice of teaching and learning mathematics through problem solving.
This Undergraduate Thesis’ main objective is the investigation of the National Curriculum Parameters - PCN of Mathematics for Elementary Education, analyzing Problem Solving. This research considers the historical construction of educational curriculum proposals in Brazil to understand that the PCN were constituted as documents prepared by the Ministry of Education that proposed to present guidelines for the updating and reorganization of curriculum proposals through educational actions and to stimulate a national debate on the document. The PCN of Mathematics in question highlighted the importance of problem solving as one of the central axes of Mathematics Education, which makes it possible to discuss the knowledge for teaching and the knowledge to teach. To contribute to the analysis, data was also collected from an analytical inventory of the opinions in the production process of the preliminary version of the PCN of Mathematics prepared by the author of this thesis. Therefore, the analysis of the research contributes to the discussion on the conception of Problem Solving proposed in the official document, bearing in mind the various meanings attributed to problems, analyzing their historical context, its importance as a methodology in Mathematics teaching and as an element of mathematics of teaching. When analyzing the final version of the PCN, it is concluded that several criticisms from the reviewers were considered and due to this, the document begins to subtly present the Problem Solving proposal as the methodology proposed in Brazil by Lourdes de la Rosa Onuchic, indicating a practice of teaching and learning mathematics through problem solving.
Descrição
Citação
LUCAS, Jessica Ramos. Os Parâmetros Curriculares Nacionais de matemática: o caso da resolução de problemas. Diadema, 2024. 71 f. Trabalho de Conclusão de Curso (Graduação em Ciências) - Instituto de Ciências Ambientais, Químicas e Farmacêuticas, Universidade Federal de São Paulo, Diadema, 2024.