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No campo de pesquisa da formacao de professores que ensinam Matematica, sobretudo na literatura internacional, ha um debate crescente e emergente acerca de materiais curriculares que possam atingir professores em larga escala e, ao mesmo tempo, potencializar sua aprendizagem. Nesse sentido, o presente artigo tem como objetivo apresentar concepcoes pelas quais pesquisadores conceituam materiais curriculares (educativos). Alem disso, pretendemos discutir quatro concepcoes sobre usos de materiais curriculares educativos sistematizadas por Remillard (2005), bem como indicar limites e expandir esse estudo, apontando uma quinta concepcao, a qual denominamos de recontextualizando o texto . Esta concepcao baseia-se teoricamente no modelo do discurso pedagogico de Basil Bernstein (1990, 2000), explorado no corpo deste artigo. In the research field of teacher education that teaches Mathematics, especially in the international literature, there is a growing and emerging debate about (educational) curriculum materials that can reach teachers on a large scale and at the same time enhance their learning. This theoretical paper aims to present conceptions by which researchers conceptualize (educational) curriculum materials. In addition, we intend to discuss four conceptions on  the uses of systematic educational curriculum materials in a study by Janine Remillard, as well as to indicate limits and expand this study, pointing out a fifth conception, which we call recontextualising the text. This conception is theoretically based on Basil Bernstein's model of pedagogic discourse.

educação matemática pesquisa

Uma análise sociológica bernsteniana sobre os usos de materiais curriculares educativos &lt;br&gt; A bernstenian sociological analysis on the uses of curricular educational materials