A freirean look at the National Common Curricular Base of Mathematics
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Abstract
This theoretical article aims to analyze and discuss the National Common Curricular Base (BNCC) and its implications in the educational context, based on the ideas of Paulo Freire, with a particular look at Mathematics, our area of expertise. Supported by the qualitative paradigm, we briefly describe the trajectory of the elaboration of the BNCC until its publication, we present a Freirean look at Education, to then analyze the mathematics teaching proposed at the BNCC. This movement aims to denounce what is in place and guide the teaching work, and to guide ways that aim to contribute to a process of defense of Education and that can break with the neoliberal assumptions present in the BNCC. Our reflections converge in movements that suppress the responsibility credited exclusively to the teacher, to the detriment of public policies that involve other members of the school community. On the other hand, we understand that when the teacher is aware of what is behind the Base, it can contribute to changes in the school context.
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