O processo de escolha de livros didáticos por professores de matemática: um movimento de escuta e de análise

Abstract

The present work longs for to elaborate an analysis of Mathematics schoolbooks for the sixth and ninth grades of Elementary School, from the Araribá Mais Matematica collection. The methodology used for the analysis was the Theoretical-Methodological Framework of Depth Hermeneutics, where we consider the book as a symbolic form and, therefore, capable of interpretation. To parameterize the analysis intended, we interviewed three Mathematics teachers from the public network who teach Mathematics in the final years of Elementary School. The collection chosen for the analysis was Araribá Mais Matemática, for being a work cited by the teachers during the interviews. To outline our analysis, we will take as a basis some elements presented in the interviews such as the font size of the book, presentation of images, figures, tables and charts, colors, presentation of contents, the mathematical language used, proposed exercises, so as well other elements.With the analysis of the book, we developed an Educational Product in the form of a set of guidelines that allow the teacher to make suggestions for choosing a textbook. The analysis of the books of the Araribá Mais Matematica collection showed that it corresponds to the topics highlighted by the teachers as a presentation of content suitable for the intended year and visual elements such as figures, graphs and table and meets and exemplifies all the requirements proposed in the Common National Base. Curriculum (BNCC).