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As explicações da disciplina de matemática no 12º ano de escolaridade na ótica dos alunos, pais e explicadores
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Abstract(s)
Nos últimos anos temos assistido a um crescimento muito significativo das
explicações por todo o mundo. Portugal não foge a esta regra. O fenómeno das
explicações é muito complexo e está relacionado diretamente com a crescente
importância atribuída à educação.
A presente investigação teve por objetivo conhecer e identificar as características
das explicações na disciplina de Matemática no 12.º ano na Região Autónoma da Madeira
a partir da abordagem a um grupo de explicandos e explicadores. Aspirou-se identificar
os motivos que levam os estudantes a recorrer a estas explicações e os profissionais a
lecionarem-nas. Procurou-se também determinar se a frequência de explicações altera o
aproveitamento escolar dos estudantes.
Visamos ainda determinar as características dos explicadores, enquanto líderes
daquele ensino não formal, o que nos levou à conscientização da importância do seu papel
e influência no sistema educativo formal.
Neste estudo de caso empregamos uma metodologia de cariz essencialmente
qualitativa, mas utilizou-se também o paradigma quantitativo na mensuração de algumas
variáveis, o que nos facultou uma visão mais abrangente do fenómeno das explicações.
Para a coleta de dados elaboramos um inquérito por questionário que foi aplicado aos
estudantes que frequentavam aquelas explicações, onde também foi possível conhecer o
perfil dos Encarregados de Educação e efetuámos entrevistas aos explicadores.
Concluiu-se que as motivações dos alunos decorrem da pressão e da
competitividade patentes na sociedade no que respeita às classificações exigidas para o
ingresso no ensino superior. Assim, as principais motivações dos alunos relacionam-se
com a manutenção, ao longo do ano, de uma classificação elevada a Matemática, assim
como no resultado do Exame Nacional. Já no que concerne aos pais e Encarregados de
Educação, as explicações são entendidas como um investimento na educação e no futuro
dos seus educandos, independentemente da sua situação socioeconómica e cultural.
In recent years we have witnessed a very significant growth of explanations all over the world. Portugal is no exception to this rule. The phenomenon of explanations is very complex and is directly related to the growing importance given to education. The present research aimed to understand and identify the characteristics of tutoring in the subject of Mathematics in the 12th grade in the Autonomous Region of Madeira, through an approach to a group of students and tutors. The aim was to identify the reasons that lead students to use these explanations and the professionals who teach them. We also sought to determine whether the frequency of tutoring alters the students' academic performance. We also aimed to determine the characteristics of tutors, as leaders of that non formal education, which led us to become aware of the importance of their role and influence in the formal educational system. In this case study we employed an essentially qualitative methodology, but we also used the quantitative paradigm in the measurement ofsome variables, which gave us a more comprehensive view of the tutoring phenomenon. For data collection, we designed a questionnaire survey that was applied to the students who attended these tutoring sessions, where we also got to know the profile of the tutors, and conducted interviews with the tutors. We concluded that the students' motivations stem from the pressure and competitiveness evident in society with regard to the grades required for entry into higher education. Thus, the students' main motivations are related to maintaining a high grade in Mathematics throughout the year, as well as in the result of the National Exam. As for parents and guardians, tutoring is seen as an investment in the education and future of their children, regardless of their socio-economic and cultural situation.
In recent years we have witnessed a very significant growth of explanations all over the world. Portugal is no exception to this rule. The phenomenon of explanations is very complex and is directly related to the growing importance given to education. The present research aimed to understand and identify the characteristics of tutoring in the subject of Mathematics in the 12th grade in the Autonomous Region of Madeira, through an approach to a group of students and tutors. The aim was to identify the reasons that lead students to use these explanations and the professionals who teach them. We also sought to determine whether the frequency of tutoring alters the students' academic performance. We also aimed to determine the characteristics of tutors, as leaders of that non formal education, which led us to become aware of the importance of their role and influence in the formal educational system. In this case study we employed an essentially qualitative methodology, but we also used the quantitative paradigm in the measurement ofsome variables, which gave us a more comprehensive view of the tutoring phenomenon. For data collection, we designed a questionnaire survey that was applied to the students who attended these tutoring sessions, where we also got to know the profile of the tutors, and conducted interviews with the tutors. We concluded that the students' motivations stem from the pressure and competitiveness evident in society with regard to the grades required for entry into higher education. Thus, the students' main motivations are related to maintaining a high grade in Mathematics throughout the year, as well as in the result of the National Exam. As for parents and guardians, tutoring is seen as an investment in the education and future of their children, regardless of their socio-economic and cultural situation.
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Keywords
Educação Explicações de matemática 12.º ano de escolaridade Matemática Tipos de liderança Madeira (Portugal) Education Mathematics tutoring 12th Grade Types of leadership Ciências da Educação - Administração Educacional . Faculdade de Ciências Sociais