Os desafios da progressão parcial em Matemática em uma escola da rede estadual de ensino de Juiz de Fora – MG

Abstract

This dissertation was developed within the scope of the Professional Master’s Degree in Public Education Management and Assessment (PPGP) at the Center for Public Policies and Education Assessment at the Federal University of Juiz de Fora (CAEd/UFJF). The management case presented sought to analyze the obstacles and procedures necessary for better operationalization of the public policy of partial progression in a state school in Minas Gerais. The research aims to investigate effective practices to ensure that students in partial progression actually assimilate the previous year’s content and that these skills are integrated into the current year’s curriculum, resulting in a significant improvement in learning and in the construction of skills. The chosen theme reflects concerns and challenges in relation to educational justice and the genuine desire that students not only learn, but also feel empowered to act autonomously in the job market and in the university environment. The research problem arises from the observation that students in partial progression are approved by completing a test and an assignment, without fully considering their performance. This raises questions about whether these practices are contributing to the recovery of learning of these students who benefit from public policy. Thus, the general objective defined for this study was to understand the difficulties encountered in execution and propose actions through an Educational Action Plan to improve the operationalization of the partial progression policy in the researched school. To achieve this objective, the research used the Case Study strategy, starting with an exploratory research, which included consulting documents and records in the school archives. Next, qualitative research was carried out. To collect data, interviews were carried out with the school inspector, the school manager and Mathematics teachers from each year of high school. It is important to highlight that students in the final year of this stage will not be able to take advantage of the policy at the end of the academic year. The instrument used in the field research was a semi-structured interview with the educational inspector, the school manager and the three Mathematics teachers from each high school year. Based on the analysis of the interviews carried out, an Educational Action Plan was drawn up that includes three main actions, aiming to minimize obstacles in the implementation of the public policy of partial progression in Mathematics: (1) build effective pedagogical practices for the recovery of mathematical skills in students students in partial progression; (2) offer support to students in partial progression in Mathematics and reflect on the assessment; and (3) strengthen the relationship between family and school.