Fracasso escolar na matemática: compreendendo as raízes do problema a partir de uma revisão de literatura

Abstract

This Undergraduate Thesis investigates school failure in mathematics, focusing on the early years of basic education. Through a robust theoretical and methodological approach, the study analyzes how cognitive, affective, social, and pedagogical factors contribute to students' lack of success in this subject. The research is based on the author's personal experience with school mathematics and is expanded through a literature review methodology and analysis of academic dissertations and theses. Historical conceptions of school failure, exclusionary pedagogical practices, social representations of mathematics, and inclusive strategies, such as curricular adaptations for students with ADHD, are discussed. The work proposes a critical reflection on the role of schools, teachers, and public policies in building a more meaningful, accessible, and humanized mathematics education.