Abstract
With the objective of understanding how affordance and agency imply the evaluation of curriculum materials, we discuss the relationship between teachers and materials, emphasizing evaluation and its implication for the choice of materials or part of them. The research is characterized by a qualitative approach and case study. Three teachers who teach Mathematics in Elementary School in Rural Education classes are the research collaborators, granting semi-structured interviews that, after being read and textualized, were organized into three units of analysis. The results indicate that, in addition to the materials and teachers taking over the agency, there is still a shift to the profile of rural students; revealing that affordances allow students to build learning with senses and meanings based on the identity, values, culture and knowledge of peasant peoples.
Keywords
Rural Education; Teacher-Curriculum Materials Relationship; Evaluation of Curriculum Materials; Agency; Affordance