Abstract

MIGUEL, José Carlos. Influences of learning theories on post-70 mathematics curriculum proposals: continuity and break. Ensino em Re-Vista [online]. 2020, vol.27, n.2, pp.519-545.  Epub Aug 17, 2020. ISSN 1983-1730.  https://doi.org/10.14393/er-v27n2a2020-6.

This article analyzes the influence of learning theories on the constitution of curricular proposals for post-70 Mathematics teaching in the state of São Paulo and how these attempts to renew teaching programs process of spreading mathematical knowledge, with emphasis on the adopted theoretical perspective. Starting from bibliographic research, I analyze curricular documents from the state of São Paulo, in addition to the National Curriculum Parameters and the Common National Curricular Base, BNCC. The results indicate that these are programs whose foundations move from the conception of learning by association of models, goes through the cognitivist approach of several shades and, although in an incipient way, points to theoretical constructs related to meaningful verbal learning. It is observed the discontinuity of the proposals of renewal of the teaching programs and disregard of the theses of the curricular reforms by teachers, mainly in aspects that demand conceptual reflection on the teaching process.

Keywords : Mathematical Education; Learning Theories; Curriculum Proposals; School Culture; Historical-Cultural Theory.

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