A aplicação da rotina de matemática do programa Mais Paic pelos professores do 5º ano do ensino fundamental no município de Pacatuba - Ceará

Abstract

This dissertation is developed within the scope of the Professional Master's in Education Management and Evaluation (PPGP) from the Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora (CAEd / UFJF). The management case discusses the application of the application of the mathematics routine guided by the Learning Program at the Right Age (Mais Paic) by teachers of the 5th year of elementary school in the municipality of Pacatuba, metropolitan region of Fortaleza, in the State of Ceará. I investigated whether the math routine is, in the teachers' perspective, effective in meeting their pedagogical and didactic needs in the classroom. The math routine, using the Fedathi Sequence method, is an integral part of the continuing education of teachers of the Mais Paic Program and was proposed with the aim of improving student learning and providing the teacher with a teaching method that meets the needs of teaching and learning of the 5th year in mathematics, a series that has not yet reached adequate levels of learning in the State of Ceará, according to external evaluations. The objective of this research is to analyze the effectiveness of the routine, taking as a reference the perspective of 5th grade math teachers. For this, the research objectives are: (i) to describe the math routine and the Fedathi Sequence method proposed by the Mais Paic Program to teachers in the 5th year of elementary school; (ii) to analyze the effectiveness of the math routine, taking as a reference the opinion of the 5th grade teachers in the municipality of Pacatuba and (iii) to propose an action plan that can contribute with the teachers, the municipal trainer and the math consultant of the Mais Paic Program, in search of alternatives for solving factors that interfere in the application of the routine. The research methodology is qualitative and, for its realization, data from a sample study of six schools were used, through interviews and the application of questionnaires in 16 schools, targeting teachers and the municipal trainer. The theoretical framework includes authors such as Francisco Imbernón and Maurice Tardiff and, for the discussion of mathematics teaching methodologies, the authors' research was sought: Hermínio Borges, Guy Brousseau, Polya and Ubiratan D’ambrósio. The research had as main findings: The lesson planning without the use of routine, teachers' doubts about some math content, parents' participation in the (little) learning of their children, students' infrequency and insufficient class time to apply the routine ; Based on the findings, five action plans were proposed, each plan aimed at each of the findings: distance learning mathematics course, suggestion of a tool for the lesson plan using the math routine, preparation of two training meetings for the family , implementation of an active search program for students and a reorganization of the schedule of subjects in the weekly curriculum. Thus, this work can contribute to the Mais Paic Program bringing the analysis of the mathematics routine and recording the paths of change suggested by the 5th grade teachers in the search for good results in the teaching and learning of mathematics.