A utilização de Metodologias Ativas no Ensino de Matemática nas Escolas Públicas de Vieirópolis - PB

Abstract

Traditional Mathematics teaching has proven to be limited, often restricting students to the mere reproduction of information and positioning them passively in the learning process. In this context, Active Methodologies emerge as an alternative capable of promoting greater engagement, participation, and meaningful knowledge construction. The present study aimed, in general terms, to investigate the extent to which these methodologies have been employed by public school teachers in Vieirópolis/PB, seeking to understand how their implementation can contribute to the qualification of Mathematics teaching in municipal and state schools in the region. The research was conducted with Mathematics teachers from Vieirópolis/PB, considering their pedagogical practices and professional experiences. It followed a qualitative, exploratory-descriptive approach, allowing for an in-depth analysis of educational processes in their natural context. Through observation and monitoring of teaching practices, the study sought to identify the pedagogical strategies employed, the challenges faced, and the teachers’ needs for continuing professional development. The investigation also considered the relevance of professional training, understood as a continuous process of knowledge acquisition and skill development that enables teachers to address diverse difficulties and provide adequate support to students. The results highlighted significant gaps in continuing professional development, particularly regarding the integration between theory and practice, evidencing the need for greater support during the transition from academic training to classroom reality. Moreover, the formative sessions proved essential for the ongoing updating of teachers, stimulating the creation and application of innovative pedagogical strategies and fostering the exchange of knowledge, discussion, and problem-solving in the classroom. Thus, the research emphasizes the importance of Active Methodologies as instruments of transformation in Mathematics teaching, capable of promoting greater student engagement, making lessons more meaningful, and fostering critical reflection on teaching practice. It is concluded that the effective implementation of these methodologies requires planning, institutional support, and encouragement of continuing professional development, consolidating their contribution to the improvement of the quality of public Mathematics education.