Modelagem matemática e os pressupostos orientadores da base nacional comum curricular e do documento curricular do Estado do Pará para o ensino de matemática no novo ensino médio

Abstract

This work aims to present the perspectives of formation of Mathematical Modeling articulated the perspectives of formation of Mathematics, in front of two official documents, namely: Brazil (2018a) and Pará (2021) which correspond, respectively, to the Base Nacional Comum Curricular ( BNCC) and the Curriculum Document of the State of Pará (DCEPA); this in the context of New High School. In general, we adopted a qualitative approach, with a descriptive/analytical nature, in which the type of research and the objective are documentary in nature. Thus, initially, we conceptualize the theme of Mathematical Modeling based on the concepts and stages/cases proposed/proposed by Bassanezi (2002), Biembengut and Hein (2018), Burak (2010) and Barbosa (2004); we present it as a methodology, used for improvements in the teaching of Mathematics. In this context, a brief review of studies was carried out, selected from a Google Scholar survey, in which we show the practice in the classroom and the connection of the referred theme to official documents; all in the context of high school. Through this, we arrive at the perspectives of formation of Mathematical Modeling. Then, the document analysis proposed by Cellard (2008) was used: the pre-analysis, starting with 1. Context, 2. Author or authors, 3. Authenticity and reliability, 4. Nature and 5. Key concepts; and then the Analysis, which consisted of showing in general what was done in the preanalysis. From this, we arrive at the perspectives of Mathematics formation, analyzed before the BNCC and the DCEPA – Secondary Education stage. In view of this, we seek to answer the question: how are the perspectives of training in the teaching of Mathematical Modeling articulated with the perspectives of training in the teaching of Mathematics in the context of the High School stage set out in the BNCC and in the DCEPA? In response, we realized that the training perspectives are articulated through the learning of high school students, valued at the BNCC and at the DCEPA and which are also present in the context of practice with Mathematical Modeling in the classroom. As a result, we obtained three main articulation points: a) school reality and the students' reality/daily life; b) student protagonist and teacher mediator; and c) stages of Mathematical Modeling and Mathematics learning.