Uma reflexão sobre o currículo de Matemática no Ensino Médio profissionalizante em Campina Grande-PB: Um caso em estudo

• Ano de defesa: 2020
• Autor(a) principal: Santos, Aluska Souza
• Orientador(a): Barbosa, José Lamartine da Costa
• Banca de defesa: Barboza, Pedro Lúcio, Fernandes, José de Arimatéia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Formação de professores; Ensino Médio Profissionalizante; Ensino Médio Regular; Currículo de Matemática
• Palavras-chave em Inglês: Teacher training; Professional High School; Regular High School; Mathematics Curriculum
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/4170

This study arose from a concern related to students who are losing interest in entering higher education, thus opting for Vocational Education. We seek, then, to center it on the importance and requirements of the Mathematics curriculum, as well as on teachers' conceptions about changes. Therefore, our research aims to analyze the curriculum of the Vocational High School of the discipline of Mathematics in three schools in the city of Campina Grande, in addition to reflecting on how this curricular component can assist in the process of training and development of the student in this phase of Basic Education. As it is a case study, the first phase of the research was through a visit to the schools, and thus, we obtained information about the school system in each school. Then an interview was conducted via e-mail containing questions about the Mathematics curriculum and its importance; the teaching of Mathematics differentiated in vocational education and the training of teachers. A study was also carried out on the documents involving Vocational High School and Regular High School. For data analysis, we made a brief reflection comparing how curricular matrices with the PPPS and menus of the Mathematics discipline of the schools in question, and we conclude with the study of the teachers' responses based on our theoretical framework that what concerns the conceptions of curriculum, some teachers are not sure of its importance for educational development, or do not integrate it into teaching praxis, teachers are not prepared to work with an integrated curriculum, nor to use it in an articulated way with the labor market, and some math content is taken from the series.