Modelagem Matemática E BNCC: Uma Revisão Sistemática Sobre As Práticas Pedagógicas Na Educação Básica

Abstract

This study presents a Systematic Literature Review (SLR) of dissertations and theses defended between 2018 and 2025, aiming to analyze the links between Mathematical Modeling and the guidelines of the National Common Curricular Base (BNCC) in the context of the final years of Elementary School and High School. This research adopts a qualitative approach, grounded in the technical procedures of SLR and Content Analysis from the perspective of Bardin (2016). Data collection was conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Capes Catalog of Theses and Dissertations (CTD), resulting in the selection of 22 dissertations that comprised the corpus of this investigation. The results evidence that Mathematical Modeling is majorly used as a didactic strategy aimed at contextualization and bringing Mathematics closer to the students' daily lives, demonstrating convergence with the general and specific competences of the BNCC, especially regarding interdisciplinarity and problem-solving. A significant dispersion among the advisors of these productions and an expressive growth of publications in recent years were observed, although the absence of doctoral theses in this period signals gaps regarding the theoretical deepening of the theme. It is concluded that Mathematical Modeling has a high potential to qualify teaching in Basic Education; however, its effective consolidation in Brazilian classrooms demands the strengthening of the theoretical density of research and continuous investments in both initial and continuing teacher training.