Uma leitura de produções de significados de familiares e estudantes sobre a escola e a disciplina de matemática durante o ensino remoto e presencial em duas escolas públicas de São Lourenço (MG)

Abstract

The present work aims to carry out a reading of the productions of meanings of family members and students about their relationships with the school and the subject of Mathematics during remote and face-to-face teaching. Initially, an analysis of the bibliographical production on the theme of school, family and Mathematics was carried out in CAPES' Bank of Periodicals and in periodicals listed by the Brazilian Society of Mathematics Education (SBEM). In the analysis process, six categories of research were constituted that contributed to the construction of two interview scripts, one for students, containing personal information and relationships with the school, the subject of Mathematics and the family in school matters, and another for a family, containing personal information and the relationship with the school and participation in your child's school activities, including Mathematics. Interviews were conducted with 5 pairs of subjects (student-family member). In the analysis process, discussion topics were constituted: Family and (self)responsibility; The pandemic: school, we don't give up!; Mathematics: school and street. The theoretical-methodological framework of the research was the Semantic Fields Model (SCM), in particular the notions of production of meaning and positive and plausible readings. As a result, we point out that family support was given through the hiring of private teachers and courses for entrance exams and languages, incentives and verification of homework. Regarding the pandemic, family members and students consider that it had an impact on learning due to the distance with the teacher, difficulties in accessing the internet, communicating with the school and taking the ENEM and/or entrance exams. Students and family members characterized mathematics in different ways. A communicative space shared by the majority of our subjects was that Mathematics is useful in life and is associated with being used in professions, for entrance exams and competitions. We also consider that most of these subjects would not like a life without school and a school without Mathematics.