Letramento matemático nos anos finais do ensino fundamental : um olhar a partir da BNCC e das avaliações em larga escala

Abstract

This study sought to understand mathematical literacy in the final years of elementary school, based on the guidelines of the National Common Curricular Base (BNCC) and large-scale assessments currently in force in Brazil. The research was based on qualitative research, with a bibliographical and documentary nature. The results showed that both the BNCC and large-scale assessments address literacy in a limited way. While the BNCC recognizes the importance of this formative process for student development, it still incorporates it superficially, prioritizing the development of technical skills and competencies. Large-scale assessments, in turn, tend to prioritize quantitative indicators, disregarding formative and contextual aspects essential for meaningful learning, such as the diversity of teaching strategies and socioeconomic inequalities. The study also highlighted that problem-solving, mathematical inquiry, project-based learning, gamification, and modeling are effective methodologies for making mathematics teaching more critical, contextualized, and functional. It is concluded that the development of mathematical literacy requires integration between curriculum, assessment, and pedagogical practice, as well as investments in teachers training and educational policies that value mathematical learning as a social and transformative process.