A recontextualização de materiais curriculares educativos por professores de Matemática moçambicanos

Paulo Diniz; Jonei Cerqueira Barbosa

doi:10.48489/quadrante.23004

Authors

Paulo Diniz Universidade Licungo, Mozambique https://orcid.org/0000-0001-9573-7897
Jonei Cerqueira Barbosa Universidade Federal da Bahia, Brazil https://orcid.org/0000-0002-4072-6442

DOI:

https://doi.org/10.48489/quadrante.23004

Keywords:

educative curriculum materials, recontextualization, secondary mathematics teachers

Abstract

This research aimed to identify and understand processes of pedagogical recontextualization of educative curriculum materials by mathematics secondary teachers who participated in a continuous teacher education program. Observation of lessons and interviews were used to collect data. Data analysis was based on the concept of recontextualization, from Basil Bernstein's theory. The results of the research show that the teachers implemented a pedagogical practice that resulted in a recontextualization of some of the principles underlying the material they implemented, in terms of the contents of the tasks and their sequencing. Our analysis suggests that this recontextualization was simultaneously a consequence of the interlocution of pedagogical principles of different recontextualization fields (for example, the designers of the educative curriculum materials and the continuous training program) and the identification of the teachers with routine pedagogical principles that had already been guiding their teaching work.

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