MINIMAL CURRICULUM OF MATHEMATICS PROPOSED BY SEEDUC / RJ: SCORES ABOUT THE PROCESS OF PREPARATION AND INSTITUTION

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.