Desafios de aprendizagem em Matemática no ensino médio profissional no estado do Ceará

Abstract

This dissertation was developed in the Professional Master in Education Management and Evaluation (PPGP) of the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora, Brazil (CAEd / UFJF). In the first grade of high school, it has been usual for students to have learning difficulties related to math content, a situation proven in external and internal evaluations and testimonies of the various actors of the teaching process. In these assessments, it is possible to verify the amount of students classified and distributed by levels and, from this, to find a high number of students who did not acquire skills considered basic in mathematics, considering the school grade they are attending. The management case studied these learning challenges in the mathematics discipline of Ceará, Brazil, professional high school students, from the perception of actors involved in the school process - students, teachers and managers. The objective defined for this study was to seek theoretical elements and a proposal for action, through which school management could contribute effectively in improving the mathematics learning of first year high school students. The specific objectives are: to describe the phenomenon of the learning gap in the context of state technical education in Ceará, Brazil, and in perspective with the educational public policies of the last four federal governments, highlighting the specificities that lead to higher failure rates and learning disabilities occur in the state. first year of high school. As a research procedure, a case study was made from a qualitative analysis. In addition, a bibliographic and documentary research was conducted, exploratory and descriptive. For data collection, questionnaires were applied with students and teachers, as well as interviews with the principal, the two pedagogical coordinators and two math teachers, in order to obtain information to describe and carefully analyze the case. We assume as research assumptions that the difficulties presented by students would be: need for greater participation of parents, students and teachers, in a perspective of democratic management; lack of adequate study with the appropriation of the results of internal and external evaluations; more effective teaching methodologies in overcoming content deficiencies generated in previous grades; and the precariousness of teacher education. Thus, within the limitations of this investigation, the propositions were considered in the elaboration of the Educational Action Plan that triggers strategies to overcome learning difficulties in the mathematics discipline of the elected school.