O perfil do egresso da educação básica: estudos e reflexões dialéticas sobre as competências e habilidades efetivas em matemática dos alunos egressos da educação básica do município de Zé Doca

Abstract

This work addresses the politicized perspective of mathematics teaching, arguing that it is not neutral and should promote the student's comprehensive training, mainly through their access to the world of work. Authors such as Demerval Saviani, Guiomar Namo de Mello, Paolo Nosella, Paulo Freire, Moacir Gadotti, Ole Skovsomos, Ubiratan D'Ambrosio, Sérgio Lorenzato and Dario Fiorentini are presented to renew debates on the roles of schools, teachers and the State in class struggle, especially in the context of mathematics education. Saviani analyzes Mello's perspectives and Nosella's criticisms, highlighting the importance of understanding education as a political act and the need for teachers to engage in this commitment. Furthermore, authors such as D'Ambrósio, Fiorentini, Ole Skvosmose and Lorenzato argue that teaching mathematics must go beyond teaching techniques and formulas, including the formation of skills and competencies that allow the student to interact critically with the world. To carry out the work, research was carried out with the local market, with high school mathematics teachers, and consultations with the ENEM 2022 database. The objective was to outline the profile of high school graduates in the municipality of Zé Doca-MA, analyzing whether effective mathematics skills and abilities meet the demands of the job market. An analysis, carried out from the perspective of the dialectics of a progressive education, was enriched with the perception of teachers working in teaching mathematics in high schools in the urban area of Zé Doca. The connection between school mathematics and its practice in the job market is highlighted as fundamental, and authors such as Lorenzato and Fiorentini point to the need to bring school mathematics closer to that practiced in the market. The dialectical materialist approach is defended as capable of enriching mathematics teaching, promoting a more comprehensive and meaningful training for students. In short, the work highlights the importance of understanding mathematics teaching as a political act, capable of promoting the student's comprehensive education and preparing them for the full exercise of their citizenship, especially in the context of work.