The common curricular base and the systematic gap: an evaluation of the contents of the 6th grade mathematics textbooks of the public schools of Santarém-PA, Brazil

Abstract

The implementation of the National Common Curriculum Base (NCCB) had a significant impact on the content and pedagogy of mathematics textbooks in primary and secondary schools. These skills and competencies emerge vertically as goals in a content proposal common to all Brazilian schools. Specifically, in the teaching of mathematics, the lack of a referent that incorporates a priori forms (mathematical symbols) transforms the act of teaching-learning into a dynamic of transmission of systematically empty contents, devoid of real and applicable meaning. This absence of real-world, culturally relevant examples in textbooks affects students' learning experiences. Therefore, this study analyzes two mathematics textbooks for the 6th grade of primary school and assesses their alignment with the new NCCB guidelines. We chose the Fraction and Numerical Expression content for comparison. We cut out and describe the relationship between the skills and competencies of the new NCCB and the exercise proposals of each book from the perspective of the contents. The analysis reveals a dissociation between content and reality in the book Taláris (mathematics for primary school – last years) promoted by a systematic void derived from the absence of examples that relate to real-life situations. Finally, it is pointed out that the responsibility of adapting the contents to the multiple realities and demystifying the values lies with the teachers. This highlights the need for teacher training and qualification in the face of new challenges in schools in Santarém – PA, Brazil.