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Genesis and development of mathmatics teaching organization in a São Paulo State municipality

Abstract

This is a project to be carried out within the scope "Improvement of Public Education Program" having as its object of study the organization of education from the curriculum proposals in the municipal network with which the research is linked. By considering those curriculum proposals like expressions of the teaching organization, we are interested in understandings which are the multiple determinations present in the dialectical movement between proposition and implementation of the curricular organization of teaching. Given the variety of current curriculum proposals in the municipal network as well as their uses and impacts on teaching organization, the research has the following guiding questions: Why are different curriculum proposals adopted? How are they managed and by whom? How do teachers perceive them? How do teachers use them in classroom? What are the convergences and divergences among them in terms of contents and format? How are those proposals articulate specifically about Mathematics teaching organization? In summary, by attempting to organize the teaching, what is the curricular action and how it is experienced considering from prescription, implementation, evaluation and its future perspectives. In this sense, the study of the genesis and development of curricular organization, within the Education system, implies in observing the phenomenon in its process of elaboration and change, making it necessary a longitudinal study that follows the established proposals as well as the ones that result from the investigation. Therefore, the Education Municipal Network will be represented by the five schools where the teachers engaged in the project work, as well as the Municipal Secretary of Education. The establishment of a productive group requires the participation of school managers, teachers, undergraduate and post-graduate students, collaborating researchers in systematic meetings at the university and in the selected schools. The logical dimension of the project is presented in three levels that are dialectic related: Principles, Practices and Possibilities. For each research stage, actions and procedures appropriate to the objectives are foreseen, all of them taking into consideration the study of theoretical and methodological framework, the cultural-historical perspective, that includes studies on learning and development processes; curriculum as activity; fundamental concepts of Mathematics and preparation of teaching activities. All these procedures are designed to reach the general objective of the research that consists in understanding the genesis and development of the curriculum proposals present in the municipal network and their implications for the teaching organization in the classroom. (AU)

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