O pensamento matemático no ensino médio integrado: uma iniciativa educativa para a formação politécnica

Abstract

This study aimed primarily to understand how mathematics teachers in the Integrated High School (EMI) at the Federal Institute of Amazonas (IFAM) manage to integrate the teaching of mathematics with technical subjects in an interdisciplinary way, in order to foster the awakening of mathematical thinking contributing to the polytechnic formation of students at the Federal Institute of Amazonas (IFAM). This qualitative study used Textual Discursive Analysis (TDA) to analyze the experiences and perceptions of students and teachers involved in EMI, focusing on the dynamics of teaching and learning Mathematics. Tools such as interviews and diaries allowed for a deep dive into pedagogical practices and educational experiences. The results revealed that effective integration of Mathematics in EMI requires not only innovative and interdisciplinary teaching methods but also strong institutional support. Motivational strategies were identified, along with the importance of student resilience, the applicability of mathematical logic, and the need for a strengthened curriculum to promote continuous advances in mathematical learning. The research pointed to the implementation of active methodologies, the use of educational technologies, and the execution of interdisciplinary projects as means to arouse students' interest in Mathematics and improve academic performance. Furthermore, the analysis highlighted the need to overcome barriers related to curricular integration and collaboration between technical subjects and mathematics to solidify interdisciplinarity. The dissertation also emphasizes the relevance of developing teaching competencies aimed at pedagogical innovation and interdisciplinarity, suggesting continuous training for teachers to face the challenges of integrated teaching. The resistance of some educators to interdisciplinary approaches and the lack of time allocated to collaborative projects were identified as obstacles that need to be overcome. This work contributes to the educational field by providing practical and theoretical insights that can assist in improving the teaching of Mathematics in the context of EMI. It proposes a critical reflection on current pedagogical practices and suggests directions for future educational interventions, with the goal of enriching the teaching and learning experience of Mathematics at IFAM, aligning with contemporary demands for technical and academic training.