Desafios e possibilidades da aprendizagem em matemática nos anos finais do Ensino Fundamental na escola Estadual Professor José Américo Barbosa - Mato Verde - Minas Gerais

Abstract

The present dissertation was developed within the ambit of the “Mestrado Profissional em Gestão e Avaliação da Educação Pública (PPGP)” of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case studied analyzes the challenges and possibilities of learning in Mathematics in the final years of Elementary School in the “Escola Estadual Professor José Américo Barbosa (EEPFJAB)” in the city of Mato Verde - Minas Gerais. Located in the extreme north of Minas Gerais, the school serves students from the 6th to the 9th year of elementary school. Even with many educational deficiencies, typical of the northern part of the state, the students of this school have satisfactory results demonstrated in the “Índice de Desenvolvimento da Educação Básica (IDEB)”, in the state assessments and in the “Olimpíadas Brasileira de Matemática das Escolas Públicas e Privadas (OBMEP)”. However, when analyzing the internal data of the school, it is noticed that part of the students of the institution presents learning difficulties in the subject. The development of this case study is based on a qualitative methodology, based on interviews, questionnaires, analysis of school documents and official websites. The objectives defined for this study were: to analyze how the pedagogical practices have influenced the results of the teaching of Mathematics in the school, to identify the difficulties in the teaching process of Mathematics and to draw a profile of these students of the defined school. To support the analysis of the central axes of the research: Teacher training; Adaptation of the students in the classes of study; Mathematics Education Challenges and evaluative practices in this context. The research data were compared with selected authors to construct the theoretical framework. After describing and analyzing the data, it was found that even in the face of all school team effort in the teaching process in Mathematics, the way students adapt to the study classes maximizes differences in learning among school students. This culminated in the presentation of “Plano de Ação Educacional (PAE)” with work strategies capable of leading teachers and pedagogical team to revaluate the work with different strategies in order to avoid stratification of knowledge within the school and produce knowledge that meet to all students.