This work aims to present the perspectives of formation of Mathematical Modeling
articulated the perspectives of formation of Mathematics, in front of two official
documents, namely: Brazil (2018a) and Pará (2021) which correspond, respectively,
to the Base Nacional Comum Curricular ( BNCC) and the Curriculum Document of
the State of Pará (DCEPA); this in the context of New High School. In general, we
adopted a qualitative approach, with a descriptive/analytical nature, in which the type
of research and the objective are documentary in nature. Thus, initially, we
conceptualize the theme of Mathematical Modeling based on the concepts and
stages/cases proposed/proposed by Bassanezi (2002), Biembengut and Hein (2018),
Burak (2010) and Barbosa (2004); we present it as a methodology, used for
improvements in the teaching of Mathematics. In this context, a brief review of
studies was carried out, selected from a Google Scholar survey, in which we show
the practice in the classroom and the connection of the referred theme to official
documents; all in the context of high school. Through this, we arrive at the
perspectives of formation of Mathematical Modeling. Then, the document analysis
proposed by Cellard (2008) was used: the pre-analysis, starting with 1. Context, 2.
Author or authors, 3. Authenticity and reliability, 4. Nature and 5. Key concepts; and
then the Analysis, which consisted of showing in general what was done in the preanalysis. From this, we arrive at the perspectives of Mathematics formation, analyzed
before the BNCC and the DCEPA – Secondary Education stage. In view of this, we
seek to answer the question: how are the perspectives of training in the teaching of
Mathematical Modeling articulated with the perspectives of training in the teaching of
Mathematics in the context of the High School stage set out in the BNCC and in the
DCEPA? In response, we realized that the training perspectives are articulated
through the learning of high school students, valued at the BNCC and at the DCEPA
and which are also present in the context of practice with Mathematical Modeling in
the classroom. As a result, we obtained three main articulation points: a) school
reality and the students' reality/daily life; b) student protagonist and teacher mediator;
and c) stages of Mathematical Modeling and Mathematics learning.
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