Acompanhamento pedagógico e mediação: uma narrativa com a matemática no ensino médio à luz da teoria da aprendizagem significativa de Ausubel

Abstract

This undergraduate thesis investigates the role of pedagogical support in the use of mandatory exercise lists as an instrument for meaningful learning of Basic Mathematics in High School. The research, of qualitative and narrative nature, was carried out in a private educational institution in Goiânia (GO), with a third-year class, during two academic terms in 2025. Grounded in David Ausubel’s Theory of Meaningful Learning (2003) and supported by authors such as Perrenoud (2000), and Libâneo (2013), the study analyzed how teacher mediation and continuous feedback can transform a traditional practice into a formative learning process. Field diary records and data from the seven exercise lists revealed that the teacher’s active presence through guidance, dialogue, and reflective feedback enhanced students’ conceptual understanding, intellectual autonomy, and engagement. The findings indicate that systematic pedagogical monitoring redefines the role of exercise lists, transforming them into tools for reflection and knowledge construction. It is concluded that intentional and dialogical pedagogical mediation is an essential factor for promoting meaningful learning, fostering not only mathematical competence but also critical thinking, responsibility, and the pleasure of learning.