Entendimento(s) sobre a resolução de problemas a partir do PNLD de matemática do ensino fundamental (2002 a 2020)

Abstract

This work is the result of a research whose aim was to characterize understanding(s) about problem solving based on the PNLD - National Program of Mathematics Textbooks for Elementary School. For this purpose, we used the announcement and the Textbook Guide of the PNLD editions from 2002 to 2020 referring to the final years of Elementary School as sources, qualifying them as a documentary and bibliographic research. As a reference for understanding(s) of problem solving, Stanic and Kilpatrick (1989), Onuchic (1999) and Trindade (2012) were used as well. These understandings are, respectively: problem solving as a skill, when the objective of teaching mathematics is to make the student capable of solving problems; problem solving as a methodology, when a problem is used as a generator of new knowledge built by the student himself; and problem solving as a resource, when a list of exercises is suggested for fixing and reproducing procedures usually learned in lectures. In this way, the documents were examined in search of characteristics that indicated some understanding for problem solving. It was found that the PNLD announcement do not explicitly show an understanding for problem solving, however, with the help of the references, it is possible to identify characteristics that indicate the suggestion by the PNLD announcement (2008 to 2017) of problem solving as a skill. In the same period, the announcements also present the understanding of problem solving as a resource, however in an unfavorable way to its adoption when used by the book, always prioritizing the lecture. In the 2017 announcement, it is possible to identify evidence of problem solving as a methodology, one of the changes in relation to previous editions. The Textbook Guide (2002 to 2020) presented aspects of the three understandings in the course of its editions, the changes that occurred with respect to the intensity/frequency with which they are identified. Problem solving as a methodology stands out in the 2002, 2005 and 2020 editions, post-publication periods of the PCN and the BNCC. Problem solving as a resource stood out among the editions from 2008 to 2017, with each year improving the problems that are presented in context, according to the evaluation of the Guides. And the resolution of problems as skill, different from the announcement, was indicated in the Guide in an incipient way during the whole period.