Active/Alternative Methodologies. Mathematics Teachers. High School.

The aim of this research was to investigate teachers' perceptions of Active Methodologies in teaching mathematics in secondary schools in the four state schools of Pontes e Lacerda/MT. The problem was to find out what the challenges and potential are in using Active Methodologies to teach mathematics in the public state schools of Pontes e Lacerda/MT. The theoretical approach focused on the principles, purposes and main characteristics of Active Methodologies in teachers' pedagogical practices, as well as verifying the need to systematize and deepen the work developed in order to contribute to improving the use of these methodologies in the teaching and learning of mathematics in secondary schools. In order to achieve the objectives and answer the question, the research was carried out using a qualitative approach, producing data through lesson plans, questionnaires and interviews. Fifteen teachers provided their lesson plans, with a total of 431 plans analyzed. For the questionnaire, 24 questions were asked, of which 16 teachers responded. Six teachers took part in the interview. The results of the analysis of the lesson plans indicate that the teachers have challenges in relating their teaching practices to Active Methodologies. The data from the questionnaires also indicated that issues such as arousing students' interest and knowing which methodology is most appropriate to use make it difficult for teachers to use Active Methodologies in the classroom. In the interviews, the teachers talked about the need for training in Active Methodologies, the challenges in getting both teachers and students used to the traditional method, and the fact that the teaching materials they use are not flexible. In view of the results of the research, it is believed that Active Methodologies represent an innovative and efficient approach in the educational context, however there was great difficulty in knowing and understanding how to apply them. Thus, specific training on Active Methodologies is needed, so that this pedagogical approach enhances the teaching and learning of mathematics in the school context and can meet the specificities of each student with didactic materials, achieving learning in favor of improving the quality of education.