The new High School in the brazilian context: Perspectives and reflections of school performance in the subjects of Portuguese and Mathematics

Authors

DOI:

https://doi.org/10.33448/rsd-v10i6.15614

Keywords:

High School; Performance; Portuguese; Math; Results.

Abstract

The search for improvement in the quality of teaching is taken in several ways, and it is through these that we carry out surveys, studies, questioning of circumstances and analysis of the factors that affect school performance. The present study aims to survey the importance of high school in schools, as well as to problematize the crisis faced today in relation to school performance, and the great learning challenge in relation to the subjects of Portuguese and mathematics in high school, taking into account data and statistics about the importance of such content in school education. The methodology addressed in this research has a qualitative nature within an exploratory bibliographic perspective. The results identify that the difficulties presented by high school students, hinder and hinder their development during school education and also generate a negative result in the social and economic development of Brazil. Based on these results, the importance of agents who can modify this current reality experienced in the Brazilian scenario is discussed.

Author Biographies

Diane Elias Rocha e Silva, University of the Sun - UNADES

Graduated in Portuguese / English Literature and respective Literature by Faculdade Pitágoras de Linhares / ES (2006). She holds a postgraduate degree in Portuguese and Brazilian Literature from Faculdade Pitágoras de Linhares / ES (2007). Master's student in Educational Sciences at Universidad Del Sol - UNADES, Asunción, Paraguay. She is currently a teacher of Basic Education by the Education Secretariat of Espírito Santo. She has experience in the area of Letters, with an emphasis on Portuguese / English Letters and the respective Literatures.

Merian Souza da Penha Jacob, Federal University of Espírito Santo - UFES

Graduated in Civil Engineering from Faculdade Pitágoras de Linhares (2016), Pedagogical Complementation in Physics, from the Federal Institute of Science and Technology of Espírito Santo / IFES (2019), Specialist in Youth and Adult Education (2017) from Faculdade São Gabriel da Straw and Mathematics Teaching Specialist in practice by the Federal University of Espírito Santo / UFES (2019). Undergraduate student in Physics at the Federal University of Espírito Santo / UFES. She is currently a teacher at the Education Secretariat of Espírito Santo, teaching in regular high school classes and in prison education in the Youth and Adult modality.

Rodrigo da Vitória Gomes, Federal University of Paraná - UFPR

PhD student in Science and Mathematics Education at the Federal University of Paraná / UFPR. He develops research in Science Education acting mainly on the following themes: History of Chemistry, Epistemology of Science, Relationships between Science and Technique in History and Interfaces between History of Science and Teaching. Member of the Research Group History, Philosophy and Sociology of Science in Science Education (UFPR). Winner of the Scientific Education Shell Award 2020. Degree in Chemistry from the Federal University of Espírito Santo / UFES (2017) with a sandwich period by the Erasmus Mundos program at the University of Patras / UPATRAS in Greece (2014-2015). Degree in Pedagogy from Centro Universitário UniFaveni / FAVENI (2020). Specialist in Assertive Practices in Didactics and Management of Professional Education Integrated with EJA by the Federal Institute of Education, Science and Technology of Rio Grande do Norte / IFRN (2020). Master in Teaching in Basic Education sub-area Teaching of Chemistry by the Federal University of Espírito Santo, Campus São Mateus / Ceunes / UFES (2020), with research in History of Science in the Teaching of Chemistry and Teacher Training. He currently develops teaching work by the State Secretariat of Education of Espírito Santo / SEDU working in the Education of Youths and Adults in Spaces of Deprivation of Liberty (Regional Penitentiary of Linhares / PRL and Center for Resocialization of Linhares / CDRL) and in Regular Education with minor Offenders (Provisional Internment Unit - UNIP / NORTE and Socio-educational Internment Unit - UNIS / NORTE). During graduation, he participated in Scientific Initiation and Initiation in Technological Development and Innovation in Physical Chemistry and Organic Chemistry with an emphasis on Polymers working in the development of research with the following themes: Obtaining polyesters, composites from renewable sources, biodegradation, characterization of materials and extraction of natural products.

Josélia Cristina Siqueira da Silva, Federal University of Paraná - UFPR

Estudiante de doctorado en el Programa de Posgrado en Educación en Ciencias y Matemáticas de la Universidad Federal de Paraná (2020 - hasta ahora). Miembro del Grupo de Investigación en Alfabetización Científica y Tecnológica en Educación Científica (UFPR). Magíster en Docencia en Educación Básica de la Universidad Federal de Espírito Santo (UFES), área de concentración en Docencia de Ciencias Naturales, línea de investigación Docencia de la Química (2018-2019). Especialización en Metodología en la Enseñanza de la Química por la Facultad de Tecnología São Francisco-FATESF (2016). Licenciada en Química por la Universidade Nove de Julho-UNINOVE-SP (2011-2014). Desarrolla investigaciones y estudios en el área de Educación Científica, Enseñanza de la Química, Metodologías Alternativas en el proceso de Enseñanza y Educación de Jóvenes y Adultos.

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Published

26/05/2021

How to Cite

SILVA, D. E. R. e .; JACOB, M. S. da P. .; GOMES, R. da V. .; SILVA, J. C. S. da . The new High School in the brazilian context: Perspectives and reflections of school performance in the subjects of Portuguese and Mathematics . Research, Society and Development, [S. l.], v. 10, n. 6, p. e16810615614, 2021. DOI: 10.33448/rsd-v10i6.15614. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/15614. Acesso em: 20 jun. 2021.

Issue

Section

Education Sciences