A percepção de docentes de matemática de Uruçuí - PI em relação ao planejamento curricular e às unidades temáticas

Abstract

Considering that the way teachers direct their work in the classroom is necessary implications for a better direction of teaching, this work aims to report the perception of Mathematics teachers in the final years of an elementary school in Uruçuí – PI about curriculum planning and thematic units of the Mathematics discipline, proposed by the BNCC, given their experiences in the classroom. Therefore, research classified as descriptive, with a quali quantitative approach, and to reach the objectives of the work, the technical procedure used was field research, specifically the survey research, with the application of a questionnaire. Therefore, it was found that (1) The vast majority of teachers surveyed have graduate degrees latu sensu and have considerable years of experience in basic education, (2) The curriculum planning occurs through the selection of contents contained in the textbook, where the vast majority of professors select all the contents that are in the material in question, as they prefer to ensure that students enjoy all the contents provided for that series, and (3) The thematic unit "Algebra" despite being considered the most addressed during the school year, it is still what teachers consider to have more difficulties in teach in the classroom, and also what students feel most difficult. Taking these aspects into account, the selection of content during planning must be elaborated in an articulated way, so that the teacher and the student do not feel an overload in carrying it out in daily life, making the teaching of Mathematics and its thematic units come to contribute to the career of students.