Entre conceitos e competências: o pensamento funcional nas habilidades da BNCC para o ensino médio
Abstract
Embedded in the context of recent educational reforms in Brazil, in which the BNCC redefines curricular guidelines according to the logic of competencies and outcome-based learning, this study aims to map, categorize, and analyze how the skills related to teaching the concept of function in Upper Secondary Education are proposed by the document. Drawing on a methodology informed by Bardin’s (2011) Content Analysis and the framework of Functional Thinking outlined by Smith (2008), the analysis reveals the predominance of algebraic approaches and utilitarian tendencies, privileging the use of functions for solving technical and operational problems. The results indicate gaps in the construction of a curriculum that fosters conceptual understanding, the articulation among different representations, and the development of critical thinking, suggesting that the instrumental emphasis restricts students’ appropriation of historically constructed knowledge and limits the emancipatory potential attributed to mathematics education.
References
Brasil. Ministério da Educação. (2017). Base Nacional Comum Curricular: educação infantil e ensino fundamental. Brasília, DF: MEC. Recuperado de https://www.bncc.gov.br/
Caldatto, M., & Pavanello, R. (2015). Um panorama histórico do ensino de geometria no Brasil: de 1500 até os dias atuais. Quadrante, 24(1), pp. 103-128.
Ramos, M. (2008). Pedagogia das competências. In I. Pereira & J. Lima (Org.), Dicionário da Educação Profissional em Saúde. (2a. ed., pp. 299-305). Rio de Janeiro. RJ: EPSJV.
Smith, Erick.(2008). Representational Thinking as a Framework for Introducing Functions in the Elementary Curriculum. In M. Blanton, D. Carraher,& J. Kaput. (Org.). Algebra in the Early Grades. (pp. 133-170). New York: Taylor & Francis Group, LLC.
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