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Copyright of Colloquium Humanarum is the property of Asociacao Prudentina de Educacao e Cultura (APEC) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is part of the process of research that the authors are making to better understand the motives s and possible methodological alternatives and teaching strategies that can be used in teaching and learning of Mathematics in Primary Education. The latest indices and sampling presented by government agencies have shown that mathematics related the results have not been very encouraging and that urgent actions need to be taken to reverse this scenario. From the term context, the authors begin the search process demystifying the term and its use. Present theoretical contributions, nurture moments of reflection to better understand the problem and offer methodological alternatives and didactic-pedagogical strategies that can be used in mathematics in compliance the request of students and in keeping with TDIC -Communication and Information Digital Technologies already present in everyday classrooms and mostly out of it. To contextualize this application and give greater significance, exemplifying through Digital Object Learning and suggest possibilities of use. [ABSTRACT FROM AUTHOR]

This paper discusses the possibilities of adequacy or the obstacles presented in the Brazilian National Curriculum (Base Nacional Comum Curricular — BNCC, in portuguese) for the development of Socioscientific Issues (SSI) in science education for Elementary School. Therefore, our main objective is to understand which are the elements, perspectives and formative aspects present in the text of the document that indicate possibilities or obstacles for the development of practices aligned with the perspectives of Socio-Scientific Issues. To this end, we focus our discussion on three broad axes: General conceptions of formation and (mis) alignment with the SSI perspective; Formative itineraries for science education centered on SSI; Relevant contents and topics in SSI treatment. Based on the analysis, we understand that, at a discursive level, there are openings from which it is possible to undertake practices based on the perspectives of SSI, although not without an explicit investment in the production of appropriate conditions for such.