BACKGROUNDS, FOREGROUNDS AND CRITICAL MATHEMATICAL EDUCATION

an investigation of the Common Base National Curriculum of High School

Abstract

The National Curricular Common Base is a normative document that aims to guide and standardize what is taught in Brazilian schools, covering all phases of Basic Education. Due to this dimension, the present research aims to search for and analyze aspects related to the backgrounds, foregrounds and Critical Mathematics Education, present in the National Curricular Common Base. Therefore, it is considered important the presence of the backgrounds and foregrounds, as they are related to the previous experiences experienced by the individual and the opportunities provided from their social, political and cultural condition, since the Critical Mathematics Education demonstrates its importance for the formation of critical citizens. From the above, it is verified the need of the guiding document of the pedagogical work of the teacher, the National Curricular Common Base, to present aspects that subsidize the teaching practice with guidelines and requirements to assist in the promotion of an education based on these ideas. The focus of the analysis will be directed to the Mathematics section, but the document will be analyzed in its entirety. Methodologically, this is a qualitative research that will use content analysis to categorize and structure the proposed analysis. Theoretically, it is based on studies involving Critical Mathematics Education, the backgrounds and foregrounds. The National Common Curricular Base presents aspects related to the backgrounds, foregrounds and Critical Mathematics Education, highlighting the importance of critical citizenship, respect for previous knowledge and the meanings produced by students.