A percepção dos professores de matemática sobre o impacto do Programa Mais Educação na Escola (PMEE) no ensino-aprendizagem de matemática dos alunos do 6° ano do ensino fundamental: Um estudo de caso das escolas Antônio Samuel da Silva e Chico Monção na cidade de Cocal-PI

Abstract

The More Education in School Program (PMEE) was implemented in schools in CocalPI with the aim of improving educational indices and assisting students in a learning recovery. The program offers pedagogical support workshops in the form of Portuguese and mathematics workshops during regular class breaks, focusing on students who show age/grade distortion or difficulties in these subjects. Program monitors are selected through a public call and are responsible for conducting the workshops. Although the work is theoretically voluntary, the municipality provides a scholarship to the monitors. In the case of mathematics monitors, the challenge is to stimulate students' interest in the subject and demonstrate its importance in developing deductive thinking and reasoning. The proposed study aims to analyze the importance of PMEE in mathematics learning recovery, its impact on 6th-grade students, and the exchange of experiences between teachers and monitors. It also intends to identify the program's impact from the perspective of teachers and how monitors identify students' difficulties. Considering the challenges faced in the return to face-to-face classes after the pandemic, PMEE becomes a tool for recovering students' learning. The research will be carried out in two municipal schools, analyzing the program's implementation, its relevance to municipal education improvement, and whether the objectives are being achieved