MATHEMATICAL PROCESSES IN THE BNCC (BRAZILIAN NATIONAL CURRICULUM) AND TEACHER TRAINING: IMPLICATIONS FOR PEDAGOGICAL PRACTICE

Abstract

This study aims to analyze the role of initial and continuing teacher education in preparing teachers to work with the mathematical processes proposed by the Brazilian National Common Curricular Base (BNCC). The research is based on the understanding that transformations in mathematics education require pedagogical practices that emphasize problem solving, mathematical investigai-o, communication, and argumentation, which are essential for the development of students’ critical thinking. Methodologically, this is a qualitative study developed through a bibliographic review based on academic publications and official documents related to mathematics education, mathematical processes, and teacher education. The theoretical framework discusses the changes proposed by the BNCC for mathematics teaching and the challenges faced by teachers in implementing these curricular guidelines in the school context. The results indicate that teacher education plays a fundamental role in the development of investigative pedagogical practices and in the promotion of methodologies that encourage students’ active participation in the learning process. It is concluded that the effective implementation of the BNCC proposals depends on investments in both initial and continuing teacher education, as well as on the adoption of pedagogical practices that promote logical reasoning, intellectual autonomy, and meaningful mathematical learning.