Estratégias de aprendizagem e evasão escolar na Licenciatura em Matemática: analisando a realidade de um Instituto Federal de Educação
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Data
2022-10-11
Autores
Mendonça, Aline Graciele
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As estratégias de aprendizagem contribuem para o desenvolvimento da autonomia de estudos dos alunos, possibilitando a autorregulação do processo de aprendizagem, envolvendo aspectos cognitivos, metacognitivos, motivacionais, afetivos e comportamentais, podendo a falta de seu uso estar relacionada com a evasão escolar em cursos de Licenciatura em Matemática, uma vez que muitos evadem por dificuldades de aprendizagem. Assim, esta pesquisa tem como pergunta de investigação: em que medida a evasão escolar pode estar relacionada com as estratégias de aprendizagem de licenciandos em Matemática de um Instituto Federal de Educação? A partir dessa problemática, o objetivo geral é identificar e analisar as estratégias de aprendizagem utilizadas por alunos licenciandos em Matemática, matriculados e evadidos de um Instituto Federal de Educação, e relacionar esses resultados com a evasão escolar. Pauta-se em uma abordagem que utiliza métodos quantitativos e qualitativos, ou seja, de tipo misto, em que os dados são analisados dialeticamente, a partir das seguintes etapas: 1ª etapa – estudo teórico bibliográfico e documental, que envolveu pesquisa na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e buscas nos projetos pedagógicos de cursos (PPC) e nos documentos oficiais da instituição pesquisada; 2ª e 3ª etapa – construção e aplicação dos instrumentos de pesquisa: dois questionários de caracterização (alunos matriculados e evadidos) e Escala de Estratégias de Aprendizagem para Universitários Licenciandos em Matemática (EEA-ULM), adaptada para a área da Matemática a partir da Escala de Estratégias de Aprendizagem para Universitários (EEA-U), de Santos e Boruchovitch (2013, 2020); 4ª etapa – realização de um minicurso, com o objetivo de possibilitar a reflexão sobre as estratégias de aprendizagem de alunos ingressantes de um dos câmpus participantes, a partir das respostas deles na escala EEA-ULM. Participaram desta pesquisa 267 alunos pertencentes a 13 câmpus que possuíam curso de Licenciatura em Matemática de uma Instituição Federal do Estado de São Paulo; desses, 83 são alunos que já evadiram dos cursos de Licenciatura em Matemática e 184 eram alunos matriculados quando participaram desta pesquisa; dentre esses matriculados, participaram da 4ª etapa cinco alunos ingressantes de um dos câmpus. Como resultados principais, tem-se que: a) as análises dos PPC e dos documentos oficiais possibilitaram um diagnóstico da instituição, indicando a necessidade de reflexões e ações para promoção das estratégias de aprendizagem e a diminuição da evasão escolar; b) a validação inicial da EEA-ULM apresentou alta confiabilidade interna, com alfa de Cronbach da escala total em 0,896 e resultados superiores na análise fatorial, em comparação com a EEA-U; c) os motivos de evasão dos alunos participantes são variados e neste estudo foram divididos em dois grupos, um grupo dos alunos que evadiram por dificuldades de aprendizagem ou falta de motivação para aprender Matemática (Grupo 1 A) e o outro grupo dos alunos que evadiram por motivos diversos (Grupo 1 B); além dos grupos 1 A e 1 B, os alunos matriculados foram nomeados de Grupo 2 e seus dados analisados em comparação com os demais grupos; d) as relações entre evasão escolar e as estratégias de aprendizagem são evidenciadas em alunos que evadem por motivos de dificuldades de aprendizagem ou falta de motivação escolar (Grupo 1 A), apontando que, para esses alunos, a não utilização de estratégias, tanto para aprender quanto para motivar-se, ou a utilização apenas de estratégias de aprendizagem do tipo cognitivas de ensaio ou elaboração simples contribuiu na desistência do curso. Assim, sugere-se que as instituições que ofertam cursos de Licenciatura em Matemática desenvolvam projetos de intervenção voltados à promoção das estratégias de aprendizagem enquanto ação para diminuição da evasão.
Learning strategies contribute to the development of students’ studying autonomy, allowing the self-regulation of the learning process. They involve cognitive, metacognitive, motivational, affective and behavioral aspects, and the lack of their use may be related to dropout of Mathematics teaching degrees, since many students drop out due to learning difficulties. Thus, this research presents the following question: to what extent can school dropout be related to the learning strategies of Mathematics teaching degree students at a Federal Institute of Education? Based on this question, this study aims to identify and analyze the learning strategies used by both enrolled and dropped out students of Mathematics teaching degrees of a Federal Institute of Education and to relate these results to school dropout. The approach uses quantitative and qualitative methods, being a mixed type research in which the data are analyzed dialectically from the following stages: 1st stage – bibliographic and documentary theoretical study involving searches in the Brazilian Digital Library of Theses and Dissertations (BDTD), as well as in the courses’ pedagogical projects (PPC) and official documents of the researched institution; 2nd and 3rd stage – construction and application of research instruments: two characterization questionnaires (enrolled and dropped out students); and the Learning Strategies Scale for Mathematics Teaching Degree Students (EEA-ULM), adapted to the area of Mathematics from the Learning Strategies Scale for University Students (EEA-U), developed by Santos and Boruchovitch (2013, 2020); 4th stage – holding a short course with the purpose of enabling reflections on the learning strategies of freshman students of one of the participating campuses based on their EEA-ULM scale responses. A total of 267 students from 13 campuses who offered Mathematics teaching degrees at a Federal Institution in the State of São Paulo participated in this research; among these, 83 were students who had already dropped out of Mathematics teaching degrees and 184 were enrolled students when they participated in this research; among the enrolled students, five of them were freshmen o fone of the campuses. As main results, we can observe that: a) the analysis of the PPC and the official documents made possible to diagnose the institution, indicating the need for reflections and actions to promote learning strategies and the reduction of school dropouts; b) the initial validation of the EEA-ULM showed high internal reliability, with Cronbach's alpha of the total scale at 0.896 and superior results in the factor analysis when compared to the EEA-U; c) the reasons for dropping out are varied and, in this study, were divided into two groups, a group of students who dropped out due to learning difficulties or lack of motivation to learn Mathematics (Group 1 A), and a group of students who dropped out for different reasons (Group 1 B); in addition to groups 1 A and 1 B, enrolled students were named Group 2 and their data were analyzed in comparison with the other groups; d) the relationships between school dropout and learning strategies are evidenced in students who drop out due to learning difficulties or lack of school motivation (Group 1 A), pointing out that, for these students, the non-use of both learning and motivation strategies or the exclusive use of cognitive learning strategies, such as rehearsals or simple elaboration, contributed to dropping out of the course. Thus, it is suggested that institutions that offer Mathematics teaching degree courses develop intervention projects aimed at promoting learning strategies as an action to reduce dropout.
Learning strategies contribute to the development of students’ studying autonomy, allowing the self-regulation of the learning process. They involve cognitive, metacognitive, motivational, affective and behavioral aspects, and the lack of their use may be related to dropout of Mathematics teaching degrees, since many students drop out due to learning difficulties. Thus, this research presents the following question: to what extent can school dropout be related to the learning strategies of Mathematics teaching degree students at a Federal Institute of Education? Based on this question, this study aims to identify and analyze the learning strategies used by both enrolled and dropped out students of Mathematics teaching degrees of a Federal Institute of Education and to relate these results to school dropout. The approach uses quantitative and qualitative methods, being a mixed type research in which the data are analyzed dialectically from the following stages: 1st stage – bibliographic and documentary theoretical study involving searches in the Brazilian Digital Library of Theses and Dissertations (BDTD), as well as in the courses’ pedagogical projects (PPC) and official documents of the researched institution; 2nd and 3rd stage – construction and application of research instruments: two characterization questionnaires (enrolled and dropped out students); and the Learning Strategies Scale for Mathematics Teaching Degree Students (EEA-ULM), adapted to the area of Mathematics from the Learning Strategies Scale for University Students (EEA-U), developed by Santos and Boruchovitch (2013, 2020); 4th stage – holding a short course with the purpose of enabling reflections on the learning strategies of freshman students of one of the participating campuses based on their EEA-ULM scale responses. A total of 267 students from 13 campuses who offered Mathematics teaching degrees at a Federal Institution in the State of São Paulo participated in this research; among these, 83 were students who had already dropped out of Mathematics teaching degrees and 184 were enrolled students when they participated in this research; among the enrolled students, five of them were freshmen o fone of the campuses. As main results, we can observe that: a) the analysis of the PPC and the official documents made possible to diagnose the institution, indicating the need for reflections and actions to promote learning strategies and the reduction of school dropouts; b) the initial validation of the EEA-ULM showed high internal reliability, with Cronbach's alpha of the total scale at 0.896 and superior results in the factor analysis when compared to the EEA-U; c) the reasons for dropping out are varied and, in this study, were divided into two groups, a group of students who dropped out due to learning difficulties or lack of motivation to learn Mathematics (Group 1 A), and a group of students who dropped out for different reasons (Group 1 B); in addition to groups 1 A and 1 B, enrolled students were named Group 2 and their data were analyzed in comparison with the other groups; d) the relationships between school dropout and learning strategies are evidenced in students who drop out due to learning difficulties or lack of school motivation (Group 1 A), pointing out that, for these students, the non-use of both learning and motivation strategies or the exclusive use of cognitive learning strategies, such as rehearsals or simple elaboration, contributed to dropping out of the course. Thus, it is suggested that institutions that offer Mathematics teaching degree courses develop intervention projects aimed at promoting learning strategies as an action to reduce dropout.
Descrição
Palavras-chave
Aprendizagem Matemática, Evasão escolar, Autorregulação da aprendizagem, Estratégias de aprendizagem, Motivação escolar, Mathematics Learning, School dropout, Self-regulation of learning, Learning strategies, Motivation