A percepção do professor e o ensino de matemática na escola cidadã integral: um estudo de caso

Abstract

This work aims to analyze the perception of Mathematics teachers in relation to the development of students' teaching and learning with the implementation of the Full-Time Citizen School Project (ECI) that started in 2017, in a school in the municipality of Mamanguape / PB. This research, It also has as specific objectives to identify how the actions proposed by the ECI project were implemented with teachers in the area of Mathematics in the school of the municipality of Mamanguape and also to verify what changes occurred in the curriculum of the same in the discipline of Mathematics, with the implementation of the Program and its consequences on students' learning, finally Find out which pedagogical methodologies were adopted with the implementation of the Integral Citizen School, observing teaching and learning for Mathematics students. This work is based on the concepts brought by the following theorists: Institute of Co-responsibility for Education - ICE (2016), the National Common Curricular Base (BNCC), Lima (2014), Cavaliere (2007), Antunes and Padilha (2010), Rodrigues (2019), Andrade; Vasconcelos, (2005), among others. Regarding the methodological procedures, this research has a qualitative approach, taking into account the reports of teachers in the school environment, their experiences and the development of students perceived by their grades, proposing to investigate the reality and the research subject, through their experiences and affinities with the object of the research. Regarding the technical procedures, the way in which the data were obtained for the foundation and contributions of this work, it is considered to be a case study, with collections of data and information on the topic. The results show that the program is advancing positively in the teaching and learning process, but the improvement of teachers is essential so that teaching and learning are more homogeneous. It is suggested as future research to analyze which methodological procedures within the program have the best results for teaching mathematics