Aspectos da integração curricular de conceitos matemáticos da educação básica: trabalhando com a matemática nos semestres iniciais do ensino médio integrado à educação profissional no IFMS

Abstract

The object of study of this work is the following problem: analyze the institutional offer of a Mathematics Course based on the foundations of EPT in EPTNM Courses. Therefore, our main objective is to analyze and propose a Mathematics Course for students entering the CTINM in Buildings and Informatics at IFMS Campus Jardim, with content from Elementary School that contributes to the success/approval of the High School Mathematics subjects. This research is characterized as being of a qualitative/applied nature and aims to meet the specific objectives of the research, therefore, we applied two questionnaires, one for teachers in the Mathematics area at IFMS, the other for students in the Buildings and IT Courses at IFMS. IFMS Campus Jardim. For the analysis of the data collected through the questionnaires, we used the descriptive analysis method. In the methodological path, we carried out a review of institutional documents, such as the PPCs of the two Courses already mentioned, of literature based on the conceptual bases of the EPT and on the didactics of French Mathematics, such as the Theory of Didactic Situations of Guy Brousseau in addition to studies on contents of Mathematics of Elementary School in which high school students have greater difficulties in the learning process. The Educational Product elaborated was a face-to-face course taught to incoming students of the classes already mentioned during the months of March to June, which took place on the premises of the IFMS Campus Jardim, more precisely in the Informatics laboratory 01, once a week lasting 1h15min. In total there were fifteen face-to-face meetings, every three weeks we worked on a certain content, that is, at the end of the Course we reviewed five contents of Elementary School Mathematics that were chosen by students and teachers in the initial phase of the research using the methodology of the Theory of Didactic Situations to solve the problems. The results indicate that the students who successfully attended and finished the Course evaluated the Course as good or excellent in its entirety, in this way we can do the validation of the EP. Finally, this study is part of the Research Group Integrated Curriculum and Technological Professional Education, which has, on its horizon, the always necessary mobilization of Integrated High School to Professional Education from the perspective of curricular integration, work as an Educational Principle and Research as a Pedagogical Principle. We intend to share all the materials produced with the other IFMS campuses, as well as disseminate, at the network level, our results, through participation in events, congresses and meetings on Professional, Scientific and Technological Education in the area of Mathematics.