Aprendizagem matemática: estudo de caso em uma escola pública no interior do Ceará

Abstract

This dissertation was developed within the scope of the Professional Master in Management and Assessement of Public Education carried out in the Center for Public Policies and Education Assessment at the Juiz de Fora Federal University (UFJF) (CAEd / UFJF). This management case discusses mathematical learning and the integration between Technical Base and Common Base in a public professional school in the interior of the State of Ceará, Brazil. Taking into account the results of external evaluations about the educational system of the State of Ceará, regarding the Mathematics discipline, and the internal evaluations of the EEEP Irmã Ana Zélia da Fonseca, the present research emerged. 41.2% of the students in this school were at the very critical level in mathematics on the SPAECE proficiency scale in 2016; in 2018, this percentage was reduced to 17.8%, and that data aroused interest to understand which pedagogical interventions were performed in that institution. This research aims to analyze the performance of students of the EEEP Irmã Ana Zélia da Fonseca as to Mathematics, in order to propose the adoption of pedagogical practices which may strengthen the curriculum integration of this discipline with others of the Common Base and the Technical Base. In addition, as specific objectives, we will seek to analyze the “Project Strengthening Learning”, created and developed by the institution itself, with actions aimed at teaching and learning mathematics. Out of the collected data, we will propose interventions in the work of acquiring the competences of this discipline, based on the actions developed by the researched school. We assume as hypotheses that even in a context of social and educational inequalities, it is quite possible to provide effective mathematical learning, whereas we acknowledge the importance of mastering numbers for the realization of a citizen participation in the construction / transformation of society. For data collection, we used bibliographic and field researches as a methodology and as instruments we conducted interviews with school managers, Mathematics teachers and a teacher of the technical course in Nursing, in addition to applying questionnaires to students in the first and third grades of high school. Theoretical references used were authors such as Libâneo (2013) and Moreira (2013) that deal with the evolution of professional education and curricular organization; National Curriculum Guidelines for the Professional Technical Education in High School Level (2012) which discuss methodological perspectives capable of promoting educational integration and Michel Fayol (2012) who addresses the challenges in teaching and acquiring mathematical skills. This research allowed us to realize that mathematical learning is still a challenge to be overcome, but that curriculum integration is a possible way to surpass it. At the end, an Educational Action Plan (PAE) was prepared in which the following actions are described and detailed: the organization of the integrated planning of the technical base and common base, continuing education that contributes to the diversification of pedagogical practices, the revision of the school curriculum and pedagogical project and the definition of content and work strategies according to the technical course. These propositions aim to guarantee mathematical learning and knowledge integration, promoting the students’ integral formation.