Contextos de reforma curricular em Matemática da Educação Média no Paraguai

Abstract

The last update of the Mathematics Program for Secondary Education carried out in 2016 in Paraguay was a prescribed curricular document, whose construction had strong political components and which have been the target of many conflicts and tensions in the contexts in the country. The policy cycle approach, formulated by Stephen J. Ball and collaborators, has been frequently used by curricular policies researchers, among other fields, configuring a relevant methodological bias for understanding the processes of approval and updating of documents from the production and influence contexts, as well as their paradigms and the ideological constraints resulting from the involvement of multilateral organisms. To achieve this goal, this article presents an analysis of the recent reform process of the prescribed document of Mathematics in Paraguay, which results raised reflections on vertical models, emptying of the area and content lists as functional tools for management and performance.