MATHEMATICS EDUCATION AND THE VOCATIONAL HIGH SCHOOL: A CURRICULUM ANALYSIS

The Brazilian High School has always been marked by its lack of identity. Historically, it has always shifted from a propaedeutic to a vocational perspective. In the last two decades, after the enactment of Law 9394/96 (LDB), which places this school level as the last phase of basic education, discussions have been intensified mainly due to the subsequent legislations that highlight the need for an integrated High School, based on the conception of polytechnic education, promoting the integration of work, science and culture as dimensions of human life and aiming to retain adolescents and youngsters at school. However, such discussions do not occur with the same intensity in high schools, and in relation to mathematics education we can frequently observe the overlapping of proposals, but not the creation of one that is truly integrating. This documental study analyzes the teaching of mathematics in integrated high school at a Federal Institute of Education based on its syllabus and on discussions regarding mathematics curriculum reforms. It is possible to observe the difficulty in developing a mathematics curriculum that meets the principles set by the National Curriculum Guidelines for High School (DCNEM, Brazilian acronym). The overlapping of mathematics education conceptions still prevails: the issues related to mathematics in vocational education are overlapped by the one that is more conceptual and formal, directed towards general education.