A organização da educação em tempo integral da RME de Curitiba: endereçamentos para a prática educativa do acompanhamento pedagógico em matemática

Acompanha: Educação em tempo integral: tempos-espaços para a alfabetização matemática ; This qualitative research was guided by the question “What do the official documents that guide the Educational Practice of Pedagogical Attendance in Mathematical Literacy reveal for teaching in extended time?”. This question considered the phenomenon “mathematical-literacy-at- full-time-school”. The study started with the survey of the official documents of the Municipal Education Network of Curitiba, Paraná State, which deal with pedagogical Attendance: orientation books for pedagogical work in Full-time Education – 2012, Subsidy Book for the organization of Educational Practices in workshops at full-time schools – 2016 and Elementary School Curriculum, volume III – Mathematics – 2016. These texts were analyzed according to the phenomenological-hermeneutic approach. We carried out the ideographic analysis identifying, in each document, excerpts that show meaning to the subject, called meaning units (unidades de significado – US), which reveal what is explained in the documents about teacher orientation. These US were interpreted, based on the documents themselves and the literature, to identify core ideas (ideias nucleares – IN) at each part of the text. Then, through nomothetic analysis, which aims at the convergence of these IN, we identified general characteristics of the research, which were expressed in three open categories that encompass theory and practice in mathematical literacy in full-time school: Ways to be a teacher, Ways to learn mathematics and the Organization of Mathematical Pedagogical Work at the RME of Curitiba. Although there are three categories, all of them considered teaching and learning time só that the commitment “with” and “for” Mathematical Literacy is at the forefront of pedagogical work. In Ways to learn mathematics, we highlight that the time lived (kairós) has a different dimension from chronos. After all, the chronological time fades in the learning understanding, since in the lived time ...