A matemática escolar: as vozes dos estudantes de uma Escola Pública de Ensino Fundamental de Sumé-PB.

Abstract

Learning the discipline of mathematics has been one of the greatest difficulties for students, and this is a situation that goes through decades, passing through different generations, in all phases of the schooling process. In basic education it is common to observe among students the discussions about this curricular component, stating that it is "difficult to understand, abstract, meaningless", and although it may seem a cliché, this reality is still latent in modernity. This study has as general objective to analyze the place occupied in the school curriculum by Mathematics in the vision of a group of 9th grade students from a public school in Sumé - PB. Thus, it was established as the central problem of this study: What is the place occupied in the school curriculum by Mathematics in the vision of a group of 9th grade students from a public school in Sumé - PB? As justification, the present research aims to contribute to the studies around the theoretical and practical reflections that is part of the discussion and that permeates the development of the research cited above, falls on the questions of teaching and learning of mathematics, how much based on the affirmations, and in the studies of the authors and researchers of this theme, and also based on the field data that point to the reality of the teaching of this curricular component, in a class of the 9th grade, of a public school of Elementary Education II, in the city of Sumé - PB . Methodologically, this study presents bibliographic characteristics, and can be classified as a descriptive-exploratory research with a qualitative nature. As object of study will be presented the reports presented by the teacher of the selected class, as well as the notes described by the students participating in the said class analyzed. All this information was collected in the field from the application of questionnaires, and were related based on the selected theories about the subject in question. As results, it was verified that the interaction between the students of the selected class and the mathematics teacher is actually being constructed, however, the school curriculum, which reflects the teaching practice and the methodology adopted in the classes of this discipline still makes teaching based on purely descriptive concepts, that is, new tools must be inserted in the context, and the absence of continuous training of teachers in the network analyzed is an issue that may be implying in the absence of an innovative and reflective mathematical teaching.