THE COMMON NATIONAL CURRICULAR BASE AND THE USE OF TECHNOLOGIES IN MATHEMATICAL EDUCATION: discourses of curricular reform
Journal Title: Revista Espaço do Currículo - Year 2020, Vol 13, Issue 1
Abstract
Curriculum reforms, among other objectives, aim to change according to the government's predisposition for the insertion of labor in society. These contemporary changes have regimes of truths that can be based on market propensity, adapting to the impositions of others to the educational process, such as the indication about the use of technologies, which can be inserted not for the maximization of knowledge, but to provide the domain. of the tool. Thus, this article presents the connection of the implementation process of the Common National Curriculum Base (BNCC) and its intentions about Digital Technologies (DT) for the teaching of Mathematics. The research was organized according to Foucault's tools and cartographic method, according to Deleuze. As for Foucaultian theories, concepts of the genealogy of power were adopted, such as biopower, biopolitics and governmentality. It was possible to analyze the resistances that emerged through the preliminary versions until the homologation, and the interests thatcould be related to the curriculum reform processes, such as market orientation and the use of Digital Technologies, which can be considered as factors. indispensable.
Authors and Affiliations
Matheus dos Santos Souza, Marcelo de Oliveira Dias
Keywords
Related Articles
- EP ID EP683208
- DOI https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.43640
- Views 212
- Downloads 0
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