Modelagem Matemática nas Práticas Pedagógicas de Professores de Matemática em um contexto de Sistema Estruturado de Ensino

Abstract

In this article, we present results of a research that aimed to investigate how Mathematical Modeling has been approached in the pedagogical practices of Teachers who teach Mathematics in the context of the Structured Education System of the Mato Grosso state network. We used a qualitative approach to describe and interpret the information that was created through an online questionnaire answered by 36 Mathematics teachers working in state schools in the years 2023 and 2024. We used Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which provided us with the constitution of five Registration Units and an Analysis Category - Aspects that hinder the implementation of Mathematical Modeling in teachers' pedagogical practices, through which we carried out our interpretation. The results indicate that external assessments as the focus of a structured teaching system, teachers' knowledge about Mathematical Modeling, students' attitude, Mathematics workload in High School and prescribed curriculum - complying with the contents of the structured material constitute as being the five obstacles that make it difficult and even unfeasible to teach Mathematics through Mathematical Modeling in Basic Education schools due to the imposition of compliance with the curricular contents contained in the structured education system in the state of Mato Grosso.