Mudanças no ensino de matemática no Rio Grande do Sul: um estudo sobre o ensino médio politécnico

Abstract

This dissertation aims to illustrate and understand the changes of mathematics teaching as a result of the implementation of Polytechnic High School in public schools of Rio Grande do Sul. The presented discussions are based on a qualitative research carried out in state schools of the municipality of Erechim/RS, and was structured in three parts: the first part consisted in the analysis of current National Curriculum Guidelines for high school as well as the Pedagogical Proposal for the Polytechnic High School of Rio Grande do Sul; the second part consisted in examine the curriculum guidelines of collaborator schools, analyze the work plan of the mathematics teachers and the work plan of the Polytechnic High School integrated seminars, the third part was the administration of a questionnaire to the mathematics teachers of each school. Through the collected data, was possible clarify the changes of mathematics teaching arising from the implementation of the Polytechnic High School in Rio Grande do Sul. The research was theoretically based in studies that analyze the trends of mathematics teaching, for example, technologies, ethnomathematics, interdisciplinarity, pedagogy of projects and problem solving. The categories highlighted by the data collected during this research and analyzed in this dissertation were: emphasis on the interdisciplinary, focus on work with projects, changes in the dynamic of classroom practice and appreciation of the social function of mathematics. From the analysis performed, it is concluded that, the changes of mathematics teaching observed from the implementation of the Polytechnic High School relate to modifications in the mathematics teacher's pedagogy practice, in the role of the student in learning process, in the curriculum structure, in how the contents are organized and, above all, in the social role that mathematics assumes in student's formation.