Metodologias ativas no ensino fundamental II: percepções e desafios dos professores de matemática

Abstract

This article aimed to investigate the perceptions and challenges faced by mathematics teachers in implementing active methodologies in Elementary School II. The research adopted a qualitative approach, using semi-structured interviews and questionnaires applied to teachers from a public school, in addition to conducting pedagogical workshops. The results indicate that teachers recognize the potential of active methodologies to promote student engagement and meaningful learning, but they face obstacles related to school infrastructure, insufficient continuing education, and resistance from both students and the school community itself. The study highlights the importance of investing in teacher training and in adequate conditions so that active methodologies can be effectively implemented and contribute to improving mathematics teaching.