Desenvolvimento curricular em Matemática no Brasil: trajetórias e desafios

Abstract

In this article our objective is to present aspects of curricular organization’s trajectory in Brazil and raise some challenges faced for the next decades in community of Mathematical Education. It is based on inquiries of a called group Organização e Desenvolvimento Curricular em Matemática e Formação de Professores and with authors as Bishop, Doll Jr., Keitel, Kilpatrick, Sacristán, among others. It also detaches differences between curriculum prescribed and practiced for professors and differences between dominant pedagogical speeches and its concretion in classrooms. To finish, we consider some challenges to be faced for the community of Brazilian mathematical educators, whom they estimate to place the debate on curricular organization and macro-evaluations in guideline of quarrels, to carry through studies and experiences that support the process of election and organization of contents, to incorporate the Brazilian society and professors of Mathematics in curricular debate and to consolidate existing groups and to constitute new stop to extend and to deepend research on curricular development, establishing international interchanges stop exchange of knowledge and experiences.