<b>The matemoteca school: Paradigms game in mathematics education

Abstract

The work presented aims to discuss the school Matemoteca proposal in its relation to the games in the teaching of mathematics, as well as pedagogical paradigms that circumscribe. The political-pedagogical functioning of school Matemoteca and its relation to the organization of the teaching of mathematics is the object of research entitled The Challenge of Finding: Matemoteca in the school setting, held at the master's level, which gives rise to this article. To this aim, we make use of documentary analysis of important official curriculum documents, specifically the National Curriculum Parameters of Mathematics, the National Reference Curriculum of Early Childhood Education, the National Curriculum Guidelines for Early Childhood Education and the Curriculum Parameter Municipal Ribeirão Preto – SP Childhood Education. Our hypothesis is that the implementation of Matemoteca has been validated by a political-pedagogical discourse, supported by consideration of the use of the game in the official documents for the teaching of mathematics, which is regarded as an indispensable element for the production of a " teaching space and playful learning ", which in turn effectively contributes to the advancement of mathematics education. The analysis in the light of historical and cultural perspective of curriculum documents showed poor articulation of the elements needed for a collective pedagogical project for mathematics education in which the game beyond the limits of mere playful statement and presents himself as the socio-historical knowledge tool mathematician.