<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122023000100106</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v28.e023007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Alfabetização matemática nos anos iniciais: perspectivas subjacentes à Base Nacional Comum Curricular]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical literacy in the elementary school: perspectives underlying the National Common Curriculum Base]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Richit]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stein]]></surname>
<given-names><![CDATA[Letícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Marisol Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal da Fronteira Sul UFFS Grupo de Estudos e Pesquisa em Educação Matemática e Tecnologias-GEPEM@T]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Rede Pública de Ensino do Município de Saudades  ]]></institution>
<addr-line><![CDATA[ Santa Catarina]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal da Fronteira Sul Grupo de Estudos e Pesquisas com Professores que Ensinam Matemática-GEPREM ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122023000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo nos referimos à Educação Matemática como perspectiva para uma abordagem coerente, crítica e reflexiva da Matemática, concebida como uma dimensão do conhecimento comprometida com a formação de pessoas questionadoras e participantes no processo de mudança da realidade, ou seja, matematicamente letradas. Baseado nesse entendimento, o artigo aborda as perspectivas subjacentes à Base Nacional Comum Curricular (BNCC) para os Anos Iniciais do Ensino Fundamental na direção da concretização da alfabetização e do letramento matemático. A análise, de natureza qualitativa, consistiu em um estudo documental sobre as orientações da BNCC para o ensino da Matemática, tomando por base teórica os princípios da alfabetização e letramento pelo viés da Educação Matemática, a partir da qual foram evidenciadas três perspectiva associadas ao ensino da Matemática na Educação Básica: pragmática, emancipatória e intrínseca à própria Matemática. A perspectiva pragmática propõe o ensino voltado para o desenvolvimento de habilidades e competências requeridas por uma educação mercantilista e bancária, podendo sua concretização não produzir mudanças qualitativas no ensino da Matemática. A perspectiva emancipatória ocupa-se em promover uma abordagem de cunho reflexivo e emancipatório, a qual se mostra como uma possibilidade de superação da tradição curricular conteudista. A perspectiva intrínseca à Matemática está voltada para a própria Matemática na medida em que a BNCC traz orientações que tencionam o ensino da Matemática para ela mesma. Em face dessas perspectivas, o estudo aponta a necessidade de maior coerência entre as diretrizes curriculares instituídas e os resultados de pesquisa, pois a BNCC contempla parcialmente aspectos teóricos e metodológicos da Educação Matemática, especialmente no que diz respeito à efetivação da alfabetização e do letramento em Matemática, evidenciados em pesquisas na área.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we refer to Mathematics Education as a perspective for a coherent, critical and reflective approach to Mathematics, conceived as a dimension of knowledge committed to the formation of questioning people and participants in the process of changing reality, that is, mathematically literate. Based on this understanding, the article addresses the perspectives underlying the National Common Curricular Base (BNCC) for the early years of elementary school in the direction of achieving literacy and literacy in mathematics. The analysis, of a qualitative nature, consisted of a documentary study on the guidelines of the BNCC for the teaching of Mathematics, based on the theoretical principles of literacy and literacy in Mathematics Education, from which three perspectives associated with the teaching of Mathematics were evidenced in Basic Education: pragmatics, emancipatory and intrinsic perspective to mathematics itself. The pragmatic perspective proposes teaching aimed at the development of skills and competences required by a mercantilist and banking education and its implementation may not produce qualitative changes in the teaching of Mathematics. The emancipatory perspective is concerned with promoting a reflective and emancipatory approach, which is shown as a possibility of overcoming the content curricular tradition. The intrinsic perspective of Mathematics is focused on Mathematics itself, insofar as the BNCC provides guidelines that intend the teaching of Mathematics for itself. In view of these perspectives, the study points to the need for greater coherence between the established curricular guidelines and the research results, as the BNCC partially contemplates theoretical and methodological aspects of Mathematics Education, especially with regard to the effectiveness of literacy and literacy in Mathematics, evidenced by research in the area.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização e Letramento em Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Tendências da Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Literacy]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education Trends]]></kwd>
<kwd lng="en"><![CDATA[Curricular Common National Base]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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