Abstract

BURIGO, Elisabete Zardo. When numbers speak louder:. e-Curriculum [online]. 2021, vol.19, n.4, pp.1513-1541.  Epub Apr 12, 2022. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2021v19i4p1513-1541.

The curricular policies that attribute centrality to Mathematics and Portuguese are reinforced in times of pandemic. The text seeks to retrace the ways in which this centrality has been imposed and legitimated, and how it has been received by the community of mathematics educators. The discussion is based on official documents from the 1990s, on the proceedings of events, and on texts and oral testimonies from mathematics educators. We observe that the notions of quality of teaching, development of skills and problem solving are mobilized in the official discourses with slippery meanings that favor their assent by mathematics educators. In the face of discourses that promise to raise the quality of education by focusing on learning considered essential, the questioning is incipient.

Keywords : Mathematics teaching; Curriculum; Quality; Evaluation; Educational policies.

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