A recuperação de estudos no ensino médio em matemática: desafios e possibilidades – o caso do C.E. Dr. João Gomes de Mattos Sobrinho

Abstract

This study is part of Management and Public Education Evaluation of Master's degree Program (PPGP), the Center for Public Policy and Education Assessment (CAEd) of the Juiz de Fora Federal University (UFJF). The objective was to investigate the implementation process of recovery studies taking as reference document SEEDUC / SUGEN No 419/2013 Ordinance which provides for the evaluation standards for school performance in the state of Rio de Janeiro. The studies recorvery in this context is understood as a strategy of teaching and learning which enables the teacher to refer to the needs of students, concerned not only with the application of the relevant content, but also to overcome the difficulties of learning. To this end, we investigate the implementation process Study Recovery in Joaquim Marinho High School2. This is a qualitative research from a study and included literature review, documentary and field research through semi-structured interviews with the manager and mathematics teachers and also the application of questionnaires to students of the 3rd year of high school , in the year 2015. the theoretical basis of this study's main authors Luckesi (2000-2002) that proposes reflections on the concept of evaluation of school learning, Jussara Hoffman (1993) which refers to the assessment process and its implementation by actors involved, Celso Vasconcellos (1994) that evidence the processes of learning and how is Marcelo House (2000) brings to light the conceptions of mathematics learning. We try, with this work, give subsidies to the school management and teaching conditions for improvement in the implementation of studies recovery proposing actions for their applicability. Thus, we developed a praticable educational assistance plan that would contribute to improving the studies recovery process at school selected for the research. The survey results showed that there is still a long way to walk for students advance in school performance in mathematics.