Estudo de caso: Percepções dos docentes de matemática sobre o novo ensino médio entre as escolas Unidade Escolar José Basson na cidade de Cocal-PI e na escola de ensino médio de tempo integral São José na cidade de Granja-CE

Abstract

The educational system has been undergoing transformations, especially the reformulation of secondary education, with the aim of making teachers and students act as subjects of the process they live, a relationship of dialogue between experiences, knowledge and realities. The general objective is to analyze the challenges in teaching mathematics with the new secondary education, making a comparison between the practical experiences of two teachers from different networks (Ceará and Piauí). To demarcate the research participants, Mathematics teachers from the state teaching sphere of the public network in the city of Cocal-PI and the city of Granja-CE were selected, with the aim of making a comparison between these units with different realities. Data collection will be divided into two dimensions. Initially, the Pedagogical Political Project (PPP) of each school will be analyzed, with the aim of analyzing the organization of knowledge in the curriculum, in addition, an individual interview will be carried out with teachers. To analyze the data obtained from the investigation, we will rely on the guidelines mentioned by Bardin. The results demonstrated that reducing the workload for the mathematics subject implies student progress, as they would be held back in some content. Furthermore, the post-pandemic educational scenario has an audience with gaps in learning, preventing it from materializing its role in society, since mathematics teaching must be in a way that addresses the students' experience, aiming to develop their criticality and autonomy, however The teachers addressed the students' difficulty in understanding teaching using this method