As práticas pedagógicas dos professores de matemática na unidade curricular eletiva de base em escolas públicas do ensino médio de Tutóia-MA

Abstract

This study aims to investigate the pedagogical practices adopted by Mathematics teachers in the elective curricular unit known as Eletiva de Base, offered in public high schools in the municipality of Tutóia-MA, Brazil. The research takes place within the context of the implementation of the New High School model, considering the principles of the Base Nacional Comum Curricular (BNCC), the guidelines of the Documento Curricular do Território Maranhense(DCTM), and the curricular orientations for elective subjects. It is a field study with a mixed-methods approach, combining quantitative and qualitative techniques through the use of questionnaires, interviews with teachers who taught this unit, and the analysis of teaching plans. The investigation aimed to: identify the profile of participating teachers, understand how they structured their teaching practices, examine the main challenges faced, and explore their perceptions of the learning opportunities promoted by the electives. The results indicate that, despite the curricular flexibility and the potential of Eletiva de Base to foster competencies and integrate knowledge, teachers still face challenges related to training aligned with the pedagogical concept of the proposal—namely, the need for continuous professional development to work effectively with elective subjects. As an educational product, a repository of Mathematics elective plans was created to support pedagogical planning and encourage contextualized and meaningful practices in high school education.