Area of Flat Surfaces in Elementary School: a look at the structuring and reasons for being prescribed in the BNCC

Abstract

This text presents part of the results of our ongoing doctoral research. Aims to identify the reasons for being of the knowledge on the area of flat surfaces proposed at BNCC for elementary school, as well as candidates for types of tasks and the system of variables associated with them, present in the prescribed skills. From a technical procedure of the documentary type, we used the theoretical-methodological contribution of the Anthropological Theory of Didactics, in particular the ecological and praxeological approaches, sticking to the notion of task type generator proposed by Chaachoua and Bessot to detail the types of scheduled tasks. The analyses highlighted knowledge in two main habitats: Quantities and Measures and Geometry, whose reasons for being are anchored in social uses, in articulation with other objects of mathematics, and connections with other areas of knowledge. It was found that knowledge is structured around five different types of tasks, of which the one whose emphasis is on numerical and algebraic aspects stands out. This reveals the need to resume tasks that help the student in articulating and distinguishing the different objects that come into play when approaching the area in elementary school, whether by the teacher or the textbook.

Keywords
Area of ​​flat surfaces; BNCC; Anthropological Theory of Didactics