摘要：This article aims to show the ways in which everyday life is emphasized in mathematics in the early years of basic schooling, based on two documents that configure themselves as the main curriculum references in Brazilian schools: Parâmetros Curriculares Nacionais para o Ensino Fundamental (BRASIL, 1997) and Referencial Curricular Nacional para Educação Infantil (BRASIL, 1998). The appreciation of everyday school environment brings reflections on the limits of knowledge in practical-utilitarian dimension to the understanding the mathematical concepts developed inside their fullest logical-historical potential. Our analysis indicates the need to recover the instructive school dimension in order to consolidate a proposal for mathematics education based on cultural-historical perspective.
关键词：Everyday;Mathematics Teaching;Historic-Cultural Perspective.;Tous les jours, l'enseignement des mathématiques;perspective historico-culturel.;Cotidiano;Ensino de Matemática;Perspectiva Histórico-Cultural
