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Publication
O insucesso em matemática no curso técnico em agropecuária integrado ao ensino médio IFB- Campus Planaltina
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Advisor(s)
Abstract(s)
O presente trabalho teve como objetivo analisar os fatores de sucesso/insucesso
no componente curricular de matemática no curso técnico em agropecuária integrado ao
ensino médio do Instituto Federal de Brasília no campus Planaltina. Procurou também
averiguar, os impactos causados pela reprovação dos estudantes nas suas vidas e
consequentemente dos seus familiares. As informações foram obtidas através de análise
documental do boletim escolar dos alunos, da realização de questionários aos alunos
matriculados no terceiro ano, no ano de 2015 e de entrevistas semiestruturadas aos
professores que lecionam aulas de matemática no campus Planaltina. Em relação aos
fatores de sucesso, relacionados com os alunos, estes apresentam o seu empenho,
como principal fator na aprendizagem de matemática, citam também a competência e
empenho do professor e o interesse prático dos temas abordados. Já os docentes
apontam o desenvolvimento do raciocínio lógico do aluno, os pré-requisitos e a própria
empatia com a matéria como fatores de sucesso na disciplina. No que diz respeito aos
fatores de sucesso relacionados com os professores, os alunos mencionam a sua
competência e empenho, enquanto os docentes referem à necessidade de uma avaliação
e acompanhamento mais individualizado aos alunos e a realização de formação dos
professores em aspetos relacionados com o ensino-aprendizagem da matemática. As
principais causas do insucesso nesta disciplina apontadas pelos alunos e professores
foram, por um lado, o trabalho e o envolvimento dos alunos durante as aulas e por outro
a metodologia e recursos utilizados pelo professor. Além disso, os professores apontaram
também como fator de insucesso a deficiência dos pré-requisitos necessários no
conteúdo trabalhado e também a empatia com a matéria. As principais formas para
combater o insucesso na disciplina de matemática assinaladas pelos alunos e pelos
professores estão relacionadas com a melhoraria do empenho do aluno em contexto de
sala de aula e também passa pela utilização de estratégias e recursos diversificados. Os
professores mencionam também que um acompanhamento mais individualizado e a
criação de grupos de estudo poderá ser uma forma de ajudar a colmatar o insucesso.
Por último, em relação ao impacto da reprovação, foi possível concluir que para grande
parte dos alunos que participaram da pesquisa não houve alteração na sua vida pessoal,
mas que a sua família se manifestou triste e desapontada. Alguns estudantes referem
que não obtiveram apoio por partes dos seus colegas, pelo contrário, o que pode vir no
futuro ser um fator de exclusão.
Palavras chaves: Fatores
This study aims to analyze the factors of success / failure in the curricular component of mathematics in high school‘s technical course in integrated farming at the Instituto Federal de Brasília on Planaltina‘s campus. It seeks also to ascertain the impacts caused by the failure of students in the mentioned component in their day-to-day activities and therefore on their families. The information was obtained through documental analysis of the report card of students, conduction of questionnaires to students enrolled in the third year, in 2015, and semistructured interviews with math teachers on campus Planaltina. Regarding the success factors related to the students, they present their commitment, as the main factor in the learning of math, they also mention the competence and commitment of the teacher and the practical interest of the topics covered. The teachers point to the development of logical thinking of the students, the prerequisites and empathy itself with matter as success factors in the discipline. With regard to success factors related to teachers, students mention their competence and commitment, while the teachers refer the need for personalized evaluation and monitoring of the students, and conducting teacher specific training in aspects related to math teach-learning. The main causes of failure in this discipline, pointed out by students and teachers were, on one hand, the work and the involvement of students in class and, on the other, the methodology and resources used by the teacher. In addition, the teachers also pointed, as failure factor, the deficiency in prerequisites of the working content and also empathy with the subject. The main way to combat failure in Mathematics, marked by students and teachers, is related to improving student engagement in the classroom including the use of new strategies and more diversified resources. Teachers also mention that a more individualized monitoring and the creation of study groups may be a way to help bridge failure. At least, regarding the impact of failure, it was concluded that, for most of the students who participated in the survey, there was no change in their personal life, but their family manifested sadness and disappointment. Some students report that did they not obtain support from colleagues, on the contrary, which may become an exclusion factor. According to two of the three teachers interviewed, disapproval can have a demotivating impact, but for some students it may even have the opposite effect. Key words : School success
This study aims to analyze the factors of success / failure in the curricular component of mathematics in high school‘s technical course in integrated farming at the Instituto Federal de Brasília on Planaltina‘s campus. It seeks also to ascertain the impacts caused by the failure of students in the mentioned component in their day-to-day activities and therefore on their families. The information was obtained through documental analysis of the report card of students, conduction of questionnaires to students enrolled in the third year, in 2015, and semistructured interviews with math teachers on campus Planaltina. Regarding the success factors related to the students, they present their commitment, as the main factor in the learning of math, they also mention the competence and commitment of the teacher and the practical interest of the topics covered. The teachers point to the development of logical thinking of the students, the prerequisites and empathy itself with matter as success factors in the discipline. With regard to success factors related to teachers, students mention their competence and commitment, while the teachers refer the need for personalized evaluation and monitoring of the students, and conducting teacher specific training in aspects related to math teach-learning. The main causes of failure in this discipline, pointed out by students and teachers were, on one hand, the work and the involvement of students in class and, on the other, the methodology and resources used by the teacher. In addition, the teachers also pointed, as failure factor, the deficiency in prerequisites of the working content and also empathy with the subject. The main way to combat failure in Mathematics, marked by students and teachers, is related to improving student engagement in the classroom including the use of new strategies and more diversified resources. Teachers also mention that a more individualized monitoring and the creation of study groups may be a way to help bridge failure. At least, regarding the impact of failure, it was concluded that, for most of the students who participated in the survey, there was no change in their personal life, but their family manifested sadness and disappointment. Some students report that did they not obtain support from colleagues, on the contrary, which may become an exclusion factor. According to two of the three teachers interviewed, disapproval can have a demotivating impact, but for some students it may even have the opposite effect. Key words : School success
Description
Dissertação apresentada para obtenção do grau de Mestre em Educação Social e Intervenção Comunitária
Keywords
fatores de sucesso/insucesso escolar matemática impacto da reprovação school success /failure factors mathematics impact of reprobation