<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762017000100082</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i1p82-102</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo mínimo de matemática proposto pela SEEDUC/RJ: pontuações acerca do processo de elaboração e instituição]]></article-title>
<article-title xml:lang="en"><![CDATA[Minimal curriculum of mathematics proposed by SEEDUC/RJ: scores about the process of preparation and institution]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Liao]]></surname>
<given-names><![CDATA[Tarliz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albernaz]]></surname>
<given-names><![CDATA[Jussara Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<fpage>82</fpage>
<lpage>102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000100082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Este artigo intenciona apontar para algumas das especificidades que permearam o processo de elabora&#231;&#227;o e institui&#231;&#227;o do Curr&#237;culo M&#237;nimo de Matem&#225;tica, em n&#237;vel de Ensino M&#233;dio, proposto pela Secretaria de Estado de Educa&#231;&#227;o do Rio de Janeiro (SEEDUC/RJ), em 2011. Cabe ressaltar que diante de uma multiplicidade de materialidades curriculares, o enfoque dessa mudan&#231;a ocorreu por meio de uma nova estrutura curricular, impactando uma rede com um milh&#227;o de alunos e doze mil professores de Matem&#225;tica. O curr&#237;culo traz as ideias de seu tempo, o olhar da sociedade para quest&#245;es humanas e outras ideias tacitamente pol&#237;ticas; al&#233;m disso, ele traz em seu escopo toda uma trama de heran&#231;as hist&#243;ricas e a marca pessoal daqueles que se dedicaram &#224; sua constru&#231;&#227;o. E dessa forma, analisar as tramas de um curr&#237;culo de Matem&#225;tica &#233; muito mais que olhar uma sequ&#234;ncia de conte&#250;dos linearmente organizados. &#201;, sobretudo, entender, que aquela constru&#231;&#227;o foi tecida de forma a sustentar um corpo de ideias que diz sobre seu tempo. Esse processo refletiu a inexist&#234;ncia de di&#225;logo entre os diversos segmentos sociais e profissionais daquele campo. Interesses governamentais foram al&#233;m das perspectivas educacionais e nesse &#237;nterim subtra&#237;ram a democracia em a&#231;&#245;es de pol&#237;ticas p&#250;blicas que se refletiram t&#227;o somente no ranking do &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica (IDEB). Foi evidente a percep&#231;&#227;o de que n&#227;o houve clareza de ideias quando dessa elabora&#231;&#227;o, contrastando com a legisla&#231;&#227;o vigente. A formata&#231;&#227;o do Curr&#237;culo M&#237;nimo negou a dial&#233;tica educacional e a ret&#243;rica da Matem&#225;tica acad&#234;mica enquanto disciplina escolar. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  This article intends to point to some of the specificities that permeated the process of elaboration and establishment of Mathematics Minimal Curriculum, at the high school level, proposed by the State Secretary of Education of Rio de Janeiro ( SEEDUC/RJ) in 2011. It is noteworthy that before a multiplicity of curricular materialities, the focus of this change occurred through a new curriculum, impacting a network with one million students and twelve thousand math teachers.Educational curricula tacitly express the ideas and societal perspectives on human affairs and other policies of the period in which they are produced. Curricula may contain the entire historical legacy and personal touch of their creators. Keeping this in mind, the analysis of math curricula is more complex than looking at a sequence of linearly arranged content. It is, above all, understanding that the curricula was created to sustain a body of ideas of the time. The first concern is the rejection of the previous curriculum, which resulted in a new conception of the material. The process reflected the lack of dialogue between the various social segments and professionals in the field. Governmental interests overtook educational objectives, resulting in public policy actions that were far from democratic. There was an obvious lack of clear ideas in contrast to the acting body of laws. The Minimal Curriculum negated the educational dialectic and the rhetoric of academic mathematics as well as educational discipline. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo Mínimo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Currículos da Matemática]]></kwd>
<kwd lng="en"><![CDATA[Minimal Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Curricula]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year></year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
