Metodologias Ativas no Ensino de Matemática: percepções docentes sobre usos e desafios na Educação Básica

Abstract

This dissertation investigates the use of active methodologies in Mathematics teaching in Basic Education, seeking to understand how public school teachers perceive these methodologies, how they report their uses, and which challenges they identify in their implementation. Initially, an overview of the evolution of education in Brazil is presented, addressing historical milestones up to the Law of Guidelines and Bases of National Education, as well as the emergence of active methodologies and their insertion into Mathematics teaching. Next, the relationships between active methodologies, the National Common Curricular Base (BNCC) and the Curricular Document for Goiás (DCGO) are analyzed, highlighting convergences and tensions between curricular discourse and the school context. The research, with a qualitative approach, was carried out through a questionnaire administered to Mathematics teachers in the public school system. The results indicate that teachers recognize the pedagogical potential of active methodologies, especially in promoting autonomy, engagement, and meaningful learning; however, their use still occurs in a partial and occasional manner, conditioned by factors such as lack of time for planning, large classes, scarcity of resources, and pressure for results in external assessments. It is concluded that, although active methodologies represent a relevant possibility for pedagogical innovation, their consolidation depends on continuing education, adequate institutional conditions, and critical reflection on the role of the teacher and the school in the educational process.