O baixo desempenho em matemática: o caso dos alunos do ensino médio da EE Figueiredo Correia (Farias Brito – CE)

Abstract

This dissertation was developed within the scope of the Professional Master in Management and Evaluation of Public Education (PPGP) of the Center for Public Policy and Evaluation of Education of the Federal University of Juiz de Fora (CAEd / UFJF). The objective defined for this study was to analyze the low performance in mathematics of high school students from EE Figueiredo Correia considering the results of internal and external evaluations, focusing on the pedagogical and evaluative practices of mathematics teachers, and to propose strategies from a Educational Action Plan that can contribute to correct possible distortions in the teaching-learning process and provide improvements in student performance and the results of mathematical assessments. We consider as hypotheses that: although there is a reasonable dissemination of the results of large-scale evaluations, there is no appropriation of the results of these evaluations by students and teachers, who do not see them as a tool to be used to improve the quality of teaching; Mathematics teachers have not used methodologies appropriate to the needs of enrolled students, which bring a large gap in fundamental content brought from the other stages of teaching; Mathematics teachers' assessment practices and assessment tools used are still inadequate to the profile of high school students; and yet, mathematics teachers carry a culture of disapproval in their practice. For such, we used the qualitative research as methodology and as data source, we used the bibliographic research, the documental analysis, the questionnaire and the interview. During the data analysis and research development, the hypotheses were confirmed and the absence of systematization of follow-up of actions aimed at improving the results, and the absence of study habits by the students and family monitoring. The action plan resulting from this investigation includes actions divided into three axes: Axis 1 - Dissemination and appropriation of results; Axis 2 - Continuing Education and Axis 3 - School and family, and was built in order to make managers, teachers, parents and students reflect on the pedagogical factors that were identified as influencing the current school situation and seek to put into practice the proposed actions that may solve the problems related to management, teaching and learning that are causing the underperformance of students in mathematics.