Fatores associados ao baixo desempenho em matemática dos estudantes do ensino médio de uma escola da região norte do estado de minas gerais nas avaliações externas

Abstract

This research is developed within the scope of the Professional Postgraduate Program in Management and Evaluation of Public Education at the Center for Public Policy and Education Evaluation at the Federal University of Juiz de Fora (PPGP/CAEd/UFJF), and investigates the factors associated with low performance in mathematics among 3rd-year high school students at the Escola Futuro Brilhante. The relevance of the problem is confirmed by the historical analysis of proficiencies in Proeb/Simave throughout the students' school career, as well as considering the results obtained by other schools in the region and the state education network of Minas Gerais. The general objective is to analyze the factors associated with low performance in mathematics throughout the school career, with specific objectives that include describing the school context, presenting performance data from 2017 to 2024, analyzing the perceptions of the pedagogical team, school management, and students regarding school performance in mathematics, and proposing actions that contribute to raising the levels of performance in mathematics among high school students. The research methodology involved the analysis of data from external assessments (Proeb/Simave), interviews with mathematics teachers, the principal, and specialists, as well as a questionnaire administered to students. This revealed, primarily, problems in the appropriation of educational results, a lack of student motivation in the face of external assessments, and gaps in learning. The research culminated in an Educational Action Plan with strategies to improve mathematics performance at the school, which includes conducting training sessions on the appropriation of results and the reconstruction of learning, setting up a mathematics laboratory, increasing student engagement with mathematics, and raising awareness within the school community about external assessments.