What shows about equity: theview of teachers who teach mathematics in the early years

Abstract

Equity  is  defined  as  a  subjective  concept,  but  possible  through  access,  achievement,  identity  and power.  This  article  aimsto  identify  how  the  math  teacher  summarizes  the  idea  of  equity  from  a fragment of the Base Nacional Comum Curricular [Common National Curriculum Base](BNCC). The interest in this theme arose from the perception that a system that leveled everyone equallydoes not take into account the specificities presented by students, who often need different strategies to enable learning. The context of the research is configured in a period of Covid-19 pandemic, a time when many people find themselves in social isolation. The research participants were 18 teachers who work in the early years of public and private education in three cities –Ilhéus, Itapetinga and Teixeira de Freitas. The data were collected by google forms. For analysis, we use the Análise Textual Discursiva [Discursive TextualAnalysis](ATD) methodology. According to the results, five teachers perceive equity as the possibility of offering teaching indicating strategies for learning to happen, eight perceive equity as equality, two consider it as distant, three write just one word, which makes the analysis process difficult. The results suggest that the theme should be more debated and experienced in the educational context.