National Curriculum Parameters Research Articles

O SOFTWARE GEOGEBRA COMO FERRAMENTA PARA O ENSINO DA GEOMETRIA ANALÍTICA NA EEMTI LICEU VILA VELHA

This paper aims to present a methodology differentiates teaching of analytic geometry in high school with the help of GeoGebra software. For this sequence of activities developed by the authors that are proposed constructions involving the basic contents of analytic geometry is presented . The paper also presents a historical study of analytic geometry and its importance today. Also made a study of the importance and contribution that Information and Communication Technologies ( ICT ) can make to the teaching of mathematics as well as the guidelines from the National Curricular Parameters ( PCN ) that encourage the use of ICTs . For better development of the work a thorough study of GeoGebra software is performed . Shortly after the proposed activities , a case study conducted with a group of third year of high school at EEMTI(High School) Vila Velha, this study analyzes both the qualitative results as well as the students' opinion on the use of ICTs in the room is shown classroom and more specifically the GeoGebra as a tool for the teaching of analytic geometry . Finally, consideration and positive conclusions are made regarding the completion of the work and also considerations on the difficulties encountered and the prospects for its future applicability.

FINANCIAL EDUCATION: AN APPROACH TO EVERYDAY LIFE

This highlights the importance of exploring different calculation strategies and promoting meaningful learning, as recommended by the National Curriculum Parameters (PCNs). Despite this, many students face difficulties at the end of elementary school, showing a lack of understanding of mathematical concepts and their practical applicability. The Financial Education proposal aims to fill this gap by stimulating skills such as mental calculation, estimation and analysis of the reasonableness of results. However, the constant change of context in the exercises can make it difficult for students to understand. We therefore propose the use of tasks that stimulate the production of meanings by the students, allowing for different solving strategies and promoting discussion in the classroom. In this way, Financial Education as a cross-cutting theme in the mathematics curriculum aims to prepare students to face real-world challenges, promoting a broader and deeper understanding of mathematical concepts.

Aspects of regional history Ilhéus-BA as a source of content for the teaching of physics

In this article, we recover the history of an old hydroelectric power station in the rural area of the city of Ilhéus - BA through documentary analysis and interviews. We go on to offer suggestions for working with physics and technology concepts for elementary school science teachers, which can also be extended to high school physics. Although the content is of great regional relevance, our idea can be used to study relevant information for science teaching in other locations. We based our study on the CTS (Science, Technology and Society) approach to science teaching. The perspective we adopted emphasizes scientific literacy with a view to citizenship, against the backdrop of the social importance of the subject. We also draw attention to the recovery of the history and culture of a region for the teaching of physics and technology within this framework. Finally, we suggest strategies for teaching physics in accordance with the PCN (National Curriculum Parameters) for Natural Sciences for the final years of elementary school.

Curriculum development in the framework of the common curricular base (1988-2013)

Here are organized discussions about official curricular documents for Brazilian basic education, published with the seal of the Common Curricular Base, in the time frame from 1988 to 2013. Through the organization and publication of documents such as: National Curricular Parameters (1997, 1998), National Curriculum Referential for Child Education (1998) and National Curricular Guidelines for Basic Education (2010, 2013), put in place the perspective of the Common Curriculum Base, curricular development puts in course the notion of Common Curricular Base, when the purpose was to bring to existence a Common National Base, that is, guidelines that could be general for all national territory for Basic Education. We understand, starting from the Critical Theory of the Curriculum, that dealing with curricular documents implies dealing with processes of selection and distribution of knowledge, linked to conceptions that give shape to the idealized formation path. The discussion of the Common Curriculum Base reinforces the idea that there is basic knowledge necessary for the belonging and the active participation of the subjects in the social contexts in which they are inserted. For the common basic formation, we highlight the agenda of values aligned with the interests and demands, of the historical moment, in the sense of making "common" the rights and duties of citizens, in the face of the society that is intended to build or to feed. As well as, the emphasis on "work orientation", a very present social interest.

Continuing teacher education with a view to education for sustainable development: challenges of integration between mathematics and science

Environmental education has been discussed worldwide throughout society, therefore an increase in actions that promote environmental awareness is essential and the need for the formation of critical, collective and sustainable thinking is emerging. Based on municipal, state and federal laws, the National Curricular Parameters and the National Common Curricular Base report that good academic performance would be of no use apart from the perception of the impact of individual and collective human actions on the environment. However, society has been facing challenges in the continued training of teachers, and developing tools that support the work of these professionals, including those in the Science area, through interdisciplinarity in the initial years, becomes essential. This article reinforces the need to provide such programs, which aim to develop methodological practices that seek lesson plans focused on environmental themes. The research was based on the challenges that teachers face when they propose to develop environments in their classrooms that are favorable to promoting social contexts. In addition to investigating what characteristics are necessary for the development of activities that support collaborative work, allowing the teacher to develop a role as a mediator and not just a transmitter of knowledge.

Health education in the school environment: interdisciplinary practices, constitutional guarantees, and full development of the individual

Health Education in schools plays a crucial role in promoting the physical, mental, and social well-being of students, contributing to the formation of healthy and conscious citizens. By integrating health promotion into daily activities, this approach aims to disseminate information and encourage healthy habits, emphasizing the importance of interaction between the school and healthcare teams. Key points such as disease prevention, nutrition education, physical activity, mental health, sexual education, drug prevention, community partnerships, and ongoing evaluation outline a comprehensive plan. Considering the historical context from hygienic models to contemporary approaches, a critical understanding of these phases is vital for creating a healthy school environment and empowering students to make informed choices for a healthy life. In addition, the Health in School Program (PSE) is a joint initiative of the Ministries of Health and Education in Brazil, launched in 2007, to promote the health and well-being of public school students. With an emphasis on integrating health and education, PSE covers various areas, including healthy eating, disease prevention, combating Aedes aegypti, and physical activity, operating in all stages of basic education. Community involvement is crucial, and the program involves constant monitoring and access to healthcare services. PSE stands out for its preventive focus, aiming to educate conscious and healthy citizens. Furthermore, the article argues for the integration of health into the Political-Pedagogical Project (PPP) of schools, as advocated by the 1988 Federal Constitution. It emphasizes the influence of economic and social policies on population health and the school's importance as a space for health promotion. The National Common Curricular Base and National Curriculum Parameters recognize the transversality of health in education. PPP, seen as a democratic instrument, is essential for collaboration between health and education. The pedagogical approach of John Dewey and Paulo Freire highlights the importance of experience, dialogue, awareness, meaningful learning, empowerment, reflective practice, and cultural contextualization. The expansion of this approach to teachers and staff is considered vital in the educational process.

Teaching statistics through investigation: a proposal for a textbook for the initial years of Elementary School

The research is of a quantitative nature applied in research teaching as a tool to encourage students in the early years of Elementary School to explore, develop strategies, raise hypotheses and conjectures, test, debate and apply mathematical ideas to problem situations. The aim is to reflect on pedagogical practices in teaching Statistics, based on the guidelines of the National Curricular Parameters and the National Common Curricular Base. As a theoretical reference, the research sought support from sociointeractionism, from the perspective of Vygotsky. A paradidactic book was created for the statistical teaching, which involves the student in investigative activities and directs the teacher with strategies that mediate the construction of statistical reasoning. The application of the educational product occurred through a didactic sequence, with 18 students in the 3rd year of Elementary School from a public school in the city of Gama/DF, Brazil.

Ethnoknowledge Through Ethnogeomorphology and Geography Teaching: First Approaches

This article addresses the issue of ethnoknowledge, focusing precisely on ethnoeomorphology in geographic science studies. Reserved a bibliographic review on the subject and methodologically leads us to analyze the national curriculum parameters of Brazilian education around the subject. We consider the existence of popular and cultural knowledge as primary sources to be addressed in teaching and, finally, for a better interpretation of relief.

Dos Parâmetros Curriculares Nacionais aos Temas Contemporâneos Transversais: o ensino de sexualidade sob o domínio da “Escola Sem Partido”

The present article has as its objects of study the National Curricular Parameters (PCNs) and the National Common Curricular Base (BNCC) concerning the curricular problematization of content on sexuality, how sexuality presents in the PCNs, what advances or setbacks the theme suffered after the enactment of the BNCC. The article also aims to investigate the posture of the Escola Sem Partido movement and its action in the fight against gender and sexual diversity issues in the approval of the National Curricular Common Base. The methodology used in the present study consisted of qualitative research through bibliographic and documental analysis, using the National Curriculum Parameters, the National Curricular Common Base, and the Transversal Contemporary Themes (TCT's) as a research reference. Data were grouped and analyzed according to Free Interpretation Analysis (ALI) assumptions.

A GEOGRAFIA ESCOLAR E O CONHECIMENTO GEOGRÁFICO NO CONTEXTO DOS PARÂMETROS CURRICULARES NACIONAIS (PCNS)

The object of study is Brazilian school geography and geographical knowledge, analyzing its approach in the National Curriculum Parameters (PCNs). The PCNs emerged at the end of the last century as a response to the need for a single curriculum for the whole country, aiming to promote public educational policies throughout the national territory. The objective of this study is to evaluate the approach to geography in the PCNs, considering advances and setbacks. The concepts of landscape, place, territory and region are resumed, but there is a lack of consistent articulation of these concepts with the general objectives and methodological procedures. In addition, the economic approach receives little emphasis, and geopolitics is practically absent in the PCNs. The methodology used for this analysis consists of examining the PCNs guidelines in relation to school geography, identifying gaps, inconsistencies and progress from the perspective of two authors: Maria Encarnação Beltrão Sposito (1999) and Nídia Nacib Pontuschka (1999). The broader context of Brazilian educational policy is also considered, including the decentralization of guidelines, regional disparities and demands for quality education. The conclusion of this study reveals that the PCNs present advances and setbacks in the approach to geography for elementary school. Although there is a resumption of important concepts, such as landscape and place, the lack of consistent articulation and the absence of relevant themes, such as geopolitics, compromise the effectiveness of the guidelines. In addition, the importance of cross-cutting themes in the PCNs is highlighted, which address social, environmental, ethical and cultural issues in an integrated and cross-curricular manner

ANALYSIS OF ENVIRONMENTAL EDUCATION IN AN INTEGRAL TECHNICAL CITIZENSHIP SCHOOL (ECIT) FROM JOÃO PESSOA, NORTHEAST BRAZIL

This work sought to present how Environmental Education is presented in the didactic pedagogical activities of ECIT João Roberto Borges de Souza, according to the Resolution CNE/CP nº. 2/2012 that establishes National Curriculum Guidelines for Environmental Education. It is important to highlight that the insertion of the environmental issue in the curricula of basic education schools has been recommended by several factors that contributed to public policies in Brazil, among them the National Policy for the Environment (PNMA), the Law of Directives and Bases of National Education (LDBEN), the National Curricular Parameters (PCN), and also the National Policy for Environmental Education (PNEA). Through exploratory research of qualitative nature with descriptive and explanatory analysis, it was possible to observe from the document analysis that the school partially complies with the resolution. Based on the institutional documents analyzed, only two subjects presented contents that meet the National Policy for Environmental Education. As for the Political Pedagogical Project (PPP), the school makes no mention in this document of activities, projects, practices and actions with environmental issues. Therefore, it is necessary to build informal and formal educational processes, using dynamic and relevant tools and materials, with the ability to enable an Environmental Education process that enables changes in habits and customs compatible with the needs of communities, as recommended by the World Conferences on Environment.

Project microbiological quality of water in the school environment as a subsidy for health education activities

The objective was to carry out the microbiological quality of water project as a subsidy for health education activities in municipal schools in São João do Caru, state of Maranhão. For this, the project was carried out with the application of semi-structured questionnaires to 136 students and seven managers, educational lectures on the importance of water quality and microbiological analysis of 47 water samples from 11 schools. The results obtained with the questionnaires applied to managers and students showed little or no knowledge about water quality and that minimum care is used with this resource in the school environment. Afterwards, lectures were held on the themes “micro-organisms”, “importance of water as a carrier of pathogenic agents” and “meaning of the water potability standard” in force in Brazil, in which there was effective participation of students and administrators. Of the water samples collected, 76.59% (n=36) were in disagreement with the Brazilian potability standard for the Escherichia coli parameter, and reports were formally passed on to managers and measures were suggested to minimize the problem encountered. It is concluded that the teaching strategy is suitable as an educational subsidy for providing moments of interaction, concentration and socialization and, to work on the cross-sectional health theme, in the perspective required by the National Curriculum Parameters.

The policy of transfer of curricular reforms between Spain and Brazil. Towards the psychologization of education

In order to adapt the organization and functioning of the educational system to the constitutional requirements derived from the document of 1978, the Spanish educational reform of the 1980s and 90s went beyond the national borders encompassing international spaces. In its broad and firm expansion to different countries of the Latin American orbit, we want to show how it had a special impact on the reform of the Brazilian education agreed in the nineties reflecting on its development, especially, in the PCNs (National Curricular Parameters). We approach this analysis, derived from the application of the Systematic Literature Review method, which we anticipate of high value and interest, from a threefold dimension that seeks to investigate the influences of Spanish educational policies on Brazil. Firstly, we make use of the essential and classic contribution on school culture made by Professor Escolano (2000). Secondly, we advance until we approach curriculum design (what we understand as“the discourse”) and its consequent projection. And finally, thirdly, we analyze the tensions between psychologists and pedagogues both in interpretative and academic terms that were illustrated in conferences, congresses, seminars and, of course, in the publication of books, articles and reports.

Dos Parâmetros Curriculares Nacionais aos Temas Contemporâneos Transversais: o ensino de sexualidade sob o domínio da “Escola Sem Partido”

The present article has as its objects of study the National Curricular Parameters (PCNs) and the National Common Curricular Base (BNCC) concerning the curricular problematization of content on sexuality, how sexuality presents in the PCNs, what advances or setbacks the theme suffered after the enactment of the BNCC. The article also aims to investigate the posture of the Escola Sem Partido movement and its action in the fight against gender and sexual diversity issues in the approval of the National Curricular Common Base. The methodology used in the present study consisted of qualitative research through bibliographic and documental analysis, using the National Curriculum Parameters, the National Curricular Common Base, and the Transversal Contemporary Themes (TCT's) as a research reference. Data were grouped and analyzed according to Free Interpretation Analysis (ALI) assumptions

ENTRE EIXOS: FILOSOFIA NO ENEM A PARTIR DAS ORIENTAÇÕES COMPLEMENTARES AOS PARÂMETROS CURRICULARES NACIONAIS (PCN+)

ABSTRACT: This article examines how the themes proposed for philosophy at the high school level by the Complementary Guidelines to the Brazilian National Curricular Parameters (Orientações Complementares aos Parâmetros Curriculares Nacionais - PCN+) were materialized in philosophy questions in Brazilian National High School Exam (Exame Nacional do Ensino Médio - Enem). In order to do so, 73 Humanities questions in the Enem tests betweeen 1998 and 2018 were identified as containing primarily philosophical topics. Then, each of these questions were classified in terms of the components of the PCN+ Parametres which it mobilized. By means of an analysis of the quantititative and qualitative coverage of the philosophy component of the exam through the years, this article illustrates some challenges and possibilities that the tests present to the implementation of curriculum normatives. This discussion is particularly important at this moment, when a new Enem is under construction, to adjust to the New High School Curriculum and the new National Common Core (BNCC), especially considering the emphasis that these documents place on concepts such as integration, interdisciplinarity, and autonomy as means to overcome fragmentation, be it between forms of knowledge, between people, between theory and practice. To conclude, I present a few indications about how these reflections contribute to flag points of attention relative to the continuing presence of philosophy in the exam considering its imminent reformulation.

EAL Teachers’ Beliefs About the Assessment of Language Learning in State-Funded Primary and Secondary Schools

This study presents the results of an investigation on beliefs about learning assessment involving nine in-service EAL (Note 1) teachers from state-funded primary and secondary schools in Santarém, western Pará, Brazil. It capitalises on authors who discuss beliefs in the educational context, considering general learning assessment, English learning assessment, and beliefs about teaching English in state-funded schools. Data were gathered by means of semi-structured interviews and analysed following the principles of content analysis as an attempt to find points of convergence and divergence among the beliefs found. Results indicate that most of the participants’ beliefs are not consistent with the Brazilian National Curriculum Parameters for teaching additional languages, and that the participants appear to misunderstand the concepts of feedback, and diagnostic, formative, and continuous assessments. These findings can be used to improve proposals for initial and continuing education of EAL teachers both in western Pará and in the other regions of the country, as a means to promote their compliance with the National Curriculum Parameters.

Early-Career Mathematics Teachers’ Knowledge in the Multiplicative Conceptual Field

Background: Operations with natural numbers are highlighted in the first five years of elementary school, according to the prescribed and practised curricula. According to the recently prescribed curricula, the mathematics teacher should return to this theme in the 6th grade so that the students consolidate and expand this knowledge. This fact can constitute a great challenge for the teacher who may not have had adequate training to teach it, ignoring the work done in the initial years. Objectives: to investigate mathematics teachers’ didactic and curriculum knowledge about teaching problems involving multiplication and division - the multiplicative conceptual field, according to the National Curriculum Parameters and Vergnaud. Design: the principles of a qualitative study carried out with five mathematics beginning teachers, ex-scholarship holders of the Institutional Scholarship for Teaching Initiation Program (Pibid) of the Degree in Mathematics at the Federal University of Sergipe. Data collection and analysis: Data collection took place through interviews and protocols answered by teachers during the interviews; regarding beginning teachers, the study had as theoretical references the works of Huberman and Garcia and that of Ball, Thames, and Phelps about the necessary teachers’ knowledge for teaching. Results: It was possible to conclude that the teachers in the process of teaching the multiplicative conceptual field did not master the didactic knowledge essential for teaching operations. Therefore, it is necessary to expand the teachers’ knowledge base for teaching operations.

Brazilian Education, National Education Parameters and Quality for Education

Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

National Curricular Parameters for Mathematics: From the Creation of the Kaleidoscope to the Necessity to Look Back to Move Forward

Background: In the last decades in Brazil, the prescriptions of the official curricular documents of school mathematics have been constituted as a practice of successive governments. However, there is still little research on the participation of mathematics teachers and educators in the construction of these prescriptions. Objective: To present the perspective of the research collaborator in the general coordination of the PCNs (National Curriculum Parameters) in the area of Mathematics (3rd and 4th cycles of elementary education). Design: This is a qualitative research, with the production of a documentary source through interviews with thematic oral history procedures. Setting and participants: The research collaborator was professor Dr. Célia Maria Carolino Pires, and the interviews were conducted at her residence. Data collection and analysis: Oral sources were used, in the form of interviews with a researcher in the field of mathematics education, as well as written sources that complemented the necessary information. Results: This article presents a thematic section that, on the one hand, makes public the opinions of a person who actively participated in the elaboration and diffusion of the PCNs; and, on the other hand, it invites us to reflect on how - in the last 50 years in Brazil - primary school teachers have had the opportunity to be supporting/protagonists in terms of curriculum production, and how this production has been conducted and understood as a government policy (and political parties) and not a State policy. Conclusions: The article presents considerations made by a participant engaged in the process of elaborating and disseminating the Mathematics PCNs for the 3rd and 4th cycles of elementary education and - in addition - it was constructed to promote a reflection on more recent themes that include, for example, to think about how external assessments start to induce the production of curricula, functioning as thermometers that supposedly can capture the productivity indices of the school system and, at the same time, promote more symptoms of the illness they intend just to “gauge”

PERCEPTION INDEX OF ENVIRONMENTAL EDUCATION IN FUNDAMENTAL EDUCATION SCHOOLS IN A CITY ON THE BRAZIL / BOLIVIA FRONTIER

Objective: to analyze the Environmental Education Perception Index in the light of national curricular parameters (PCN’s) within the scope of elementary education in state schools in the city of Guajará-Mirim, Rondônia, on the Brazil / Bolivia border. Method: for this study, factor analysis was used as a mechanism for building performance indices for each parameter studied. The Statistical Package for the Social Sciences - SPSS [30] tool was used to determine the proposed indexes that followed the scale advocated by Hair et al [21]. Results: the results presented by the teachers of the 4 schools correspond to the perception index considered “good” with an average index of 0.699. The average perception index of school technicians and managers was 0.591, considered a “regular” index. The students had an average performance of 0.537, considered a “regular” performance index. The general IPEA among all schools surveyed was considered “regular” with a performance index of 0.597. Conclusion: the fact that Guajará-Mirim has 92% of its territory occupied by Conservation Units and Indigenous Lands and a strong environmental policy does not correspond to the level of abstraction applied by formal Environmental Education. Environmental Education given in Guajará-Mirim elementary schools imposes considerable risks on the environmental conscience of future generations, as it presents certain deficiencies in fulfilling its institutional role as a social transformer, configuring itself as a limiter of sustainable development and awareness environmental.