Percepções de professores e alunos sobre o processo de ensino-aprendizagem em matemática no nível médio: estudo de caso da EEFM José Bezerra de Menezes - Fortaleza/CE

Abstract

The present work was developed in the context of the Professional Master in Management and Evaluation of Public Education (PPGP) of the Center for Policies and Evaluation (CAEd) of the Federal University of Juiz de Fora (UFJF) and it proposes to verify the cause of the students of the 3rd year of high school at EEFM José Bezerra de Menezes, a public school in the state of Ceará, have been showing unsatisfactory results when submitted to external evaluations carried out by Inep and Seduc-CE in the Mathematics subject, despite the approval rate presented in the school is high, with a low rate of failure and school dropout. However, in the mathematics subject, the percentage of students with insufficient knowledge (Saeb), and in a very critical situation (Spaece), is almost 90%, observed in a series application for 8 years. The school has a history of elevation in the Ideb of the 3rd year of the EM, from 2005 to 2019. To understand this situation, the issue of mathematical learning and teaching was investigated. The objectives defined for this case study were: to describe the context of the EEFM José Bezerra de Menezes, focusing on the results obtained by high school students in external and internal assessments and in the teaching-learning process of the Mathematics subject; to analyze the pedagogical management process aimed at teaching and learning mathematics in the school's high school to understand the gaps that are evidenced in the low performance in mathematics in external assessments; propose actions through which school management can effectively contribute to improving the teaching and learning process of mathematics. For the development of the research, the methodology used was the use of questionnaires to students of the 3rd year high school classes and analysis of interviews with Mathematics teachers who work with these respective classes. After analyzing the data obtained in the questionnaire and interview, the difficulty in mathematical learning was verified, for which a table was created that summarizes the actions to be taken in axes of analysis in Teacher Training and Difficulties in Teaching-Learning in Mathematics. The actions contained in the axes of analysis gave rise to the Educational Action Plan (PAE) with pedagogical strategies that help teachers in their important role in the process of teaching Mathematics, and students in their learning to be used fully in all aspects of mathematics your life.