Banca de DEFESA: JOSILÉA CRISTINA BARBOSA DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOSILÉA CRISTINA BARBOSA DOS SANTOS
DATE: 07/04/2026
TIME: 09:00
LOCAL: Miniauditório
TITLE:

CURRÍCULO DE MATEMÁTICA DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: UM ESTUDO COMPARADO ENTRE BRASIL E VENEZUELA

KEY WORDS:

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PAGES: 129
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research aims to conduct a comparative analysis of the mathematics curricula for the early years of Elementary School in Brazil and Primary Education in Venezuela. The initial motivation for this study is related to the current migratory flow of Venezuelans to Brazil, including school-age children who are received by Brazilian educational institutions. This context demands comparative studies between the Brazilian and Venezuelan educational systems to identify the best ways to welcome and support Venezuelan students in Brazil. Specifically, the study seeks to identify similarities and differences in the mathematics teaching structures of both countries, not only to characterize them but also to point out potential areas for improvement in the reception of Venezuelan students in Brazil. The research is guided by the following central question: What are the similarities and differences between the mathematics curriculum in the early years of Elementary School in Brazil and Primary Education in Venezuela? Furthermore, the investigation delves into the curricular proximities and gaps between Brazil and Venezuela, aiming to understand the implications of these configurations for the teaching and learning of mathematics in each context. Regarding the methodology, the proposal is based on documentary research with a qualitative approach, including the analysis of official documents that guide Elementary School I and Primary Education in the field of Mathematics, such as the BNCC (National Common Curricular Base) and the Bolivarian Primary Education Curriculum, from which specific educational competencies for the early years are addressed. In the current phase of the research, the theoretical framework and methodological chapters have been completed, and data analysis has begun. Partial results regarding curricular differences between the two countries reveal distinct pedagogical visions. The BNCC structures its content through competencies and skills, providing a normative tone for monitoring learning progress, and early on connecting algebraic thinking, representations (number lines, grids), and contemporary themes such as financial education. In turn, the Venezuelan curriculum prioritizes the social and cultural contextualization of mathematics teaching, focusing on playfulness, the use of games and abacuses, and early mastery of geometric instruments (ruler, compass, protractor), seen as crucial learning tools. Thus, it is observed that while the BNCC seeks to ensure standardization, the Venezuelan proposal celebrates contextualized practices that bring mathematics closer to daily life and local cultures.

COMMITTEE MEMBERS:
Presidente - 1680989 - KECIO GONCALVES LEITE
Interna - 1461839 - JOSELIA GOMES NEVES
Externo à Instituição - FREDY ENRIQUE GONZALEZ - UFOP