Letramento matemático no ensino fundamental: perspectivas futuras

Abstract

In the National Pact for Literacy at the Right Age (PNAIC), launched by the Ministry of Education and Culture (MEC), literacy was broadly understood, from a literacy perspective, this being the first time that the term mathematical literacy is cited. Understanding the learning difficulties encountered by many students and that mathematics is still often seen as a “villain”, this work presents as a guiding question: What are the future prospects for mathematical literacy in elementary school students? Aiming to minimize the deficit in mathematics teaching, evidenced by several surveys carried out in Brazil, the BNCC, released in 2017 and which would come into force completely in 2020, came with new concepts relevant to mathematical literacy, considering new themes and new teaching tools. Which, although it had a very clear and assertive text, did not consider the social diversities found in Brazil and suffered, a pandemic that was a surprise to everyone and impacted education as a whole even more. It is understood, therefore, that school mathematics education needs to be adapted to the current reality, which will require effort from the federal units for its implementation, since they are largely responsible, together with their respective municipalities, for this stage of Basic Education.