Baixo desempenho em matemática no programa de avaliação da educação básica dos alunos do 9º ano de uma escola da rede estadual mineira

Abstract

This study investigates the factors associated with the low performance of Elementary School II students in Mathematics in the external Proeb assessments carried out between 2014 and 2022 at Escola Quadrante, located in a municipality in Zona da Mata, Minas Gerais. The researcher has worked as a Basic Education teacher since 2011 and, since 2016, has been associated with the aforementioned school. The data reveal unsatisfactory results in the external assessments in Mathematics, motivating the investigation of the causes of this performance and the proposal of management strategies for its improvement. The central question of the research is: "What factors are associated with the low performance of 9th grade students in Mathematics in the Proeb at Escola Quadrante?" The general objective of the dissertation is to analyze the possible factors associated with the low performance of 9th grade students at Escola Quadrante in the Mathematics subject in Proeb. The specific objectives of this study are as follows: i) to describe Escola Quadrante and the results obtained by 9th grade students in the subject of Mathematics in Proeb, from 2014 to 2022; ii) to analyze which factors have led to the low performance of 9th grade students in the subject of Mathematics in Proeb from 2014 to 2022; and iii) to propose actions that aim to overcome the situation of low performance in Mathematics of 9th grade students of Elementary School at Escola Quadrante, seeking to improve student performance. The theoretical basis includes authors such as Soares (2004, 2007), Costa (2010), Neves (2018), Vieira and Drigo (2021), Suleiman (2016) and Sánchez (2004), who discuss aspects related to educational performance and learning difficulties in Mathematics. The field research sought to understand the factors that influence student performance, with emphasis on Proeb results. Extra-school factors, such as socioeconomic context and family support, and intra-school factors, such as teacher training and school management, were analyzed. The methodology included documentary research and semi-structured interviews with the institution's management, pedagogical and teaching staff. Data analysis was organized into four axes: factors determining low performance; use of information from external assessments by the school; management strategies and pedagogical guidance; and challenges for improving results. Based on the analyses carried out, strategic actions were proposed aimed at student engagement, preparation for Proeb, reducing school attendance, addressing demotivation, overcoming learning gaps and strengthening family participation. Finally, the importance of external assessment as an instrument for monitoring and improving the quality of education is highlighted.