Trabalho pedagógico num curso de licenciatura em matemática: implicações na evasão e permanência

Abstract

This study aims to analyze the conceptions of pedagogical work held by professors in the Mathematics Licentiate Degree program at the Federal Institute of Education, Science and Technology Farroupilha (IFFar) - Alegrete campus, in order to understand the possible implications for student dropout or permanence. The research is linked to the Professional Master's Program in Professional and Technological Education – ProfEPT – at IFFar, Jaguari campus, within the Research Line Organization and Memories of Pedagogical Spaces in Professional and Technological Education - Macroproject 6 – Organization of pedagogical spaces in Professional and Technological Education. The research question is: What conceptions of pedagogical work held by professors interfere with dropout or permanence in the Mathematics Licentiate Degree program at the Federal Institute Farroupilha - Alegrete Campus? The objective is to analyze how teachers' conceptions of pedagogical work, developed in the Higher Education Course in Mathematics at the Federal Institute Farroupilha - Alegrete campus, interfere with student dropout or permanence in the course. This is a qualitative, applied, exploratory research. Regarding methodological procedures, bibliographic research, document analysis, and field research will be adopted. To obtain the data, seven professors from the Mathematics Licentiate course were interviewed, referred to in the text by the codenames "Professor 1" to "Professor 7". Data analysis was performed using Discursive Textual Analysis. Through the analysis of the data collected, it was possible to understand the main reasons that lead students to remain in or drop out of the course, from the perspective of the teachers' work. The interviews and discursive textual analysis revealed the following categories: Conception of Pedagogical Work; Relationships between Personal Pedagogical Work and the Institutional Pedagogical Project; Intentional and Reflective Pedagogical Work for Emancipation; Naive Pedagogical Work and Critical Pedagogical Work; and Limits of Pedagogical Work in the Face of Structural Factors. Among the reasons identified by teachers in developing their pedagogical work, the main factors contributing to dropout include: lack of identification with the course, learning difficulties, frustration with subjects, transportation, commuting time, difficulty balancing study and work, financial difficulties, and assessments. Regarding permanence, they highlight a sense of belonging to the course and the institution, a welcoming environment, motivation, and meaningful classes. As a result, we hope to trigger a reflective process that will improve teacher training and, consequently, minimize course dropout. The results show that dropout and permanence cannot be understood in isolation, but as complex, dynamic, and cumulative phenomena involving pedagogical, institutional, social, economic, and personal dimensions. In this scenario, intentional, contextualized, dialogical, and committed pedagogical work focused on the integral formation of individuals strengthens bonds and promotes permanence. Based on the conclusions, an educational product in the form of a guide was developed, entitled "Practical Guide for Strengthening Pedagogical Work, Permanence, and Student Success," with the aim of providing information about the course, the main bottlenecks related to dropout and permanence, as well as guidelines for improving pedagogical work. The product was evaluated and approved by the teachers participating in the research.