As estratégias de ensino-aprendizagem e as implicações no rendimento dos estudantes das primeiras séries dos cursos técnicos integrados ao ensino médio do IFTO - Campus Porto Nacional

Abstract

The research, of a qualitative and quantitative nature, aimed to analyze the implications of teaching-learning strategies on the academic performance of students in the first grades of integrated high school technical courses at the Porto Nacional Campus of the Federal Institute of Education, Science and Technology of Tocantins, of the Federal Network of Professional and Technological Education. Student performance is understood as the result of everything that is done in the teaching-learning process and which is presented in the students' approval/fail results. It is an object located in the field of didactics, particularly in the field of learning assessment. The basic theory of the theme of learning assessment is anchored in the pedagogical research of Libâneo (2013, 2014) and Luckesi (2011). Charlot (2000, 2001, 2013), expands the discussion in terms of the relationship with knowledge, learning and school, in the sociocultural context. He opted for a qualitative approach to the phenomenon, from a critical didactic perspective. The data search was carried out using questionnaires and semi-structured interviews. The result of the study indicates that when there is an adjustment between planning and teaching-learning strategies, there are favorable implications that lead to satisfactory student performance. As a contribution to the field of didactics and teaching practice, we offer as the final product of the research a Pedagogical Proposal, of an innovative and reflective nature, through an E-book of Reflective and Problematizing Pedagogical Dialogical Tertúlia, in which dialogue can be promoted with those involved in the teaching-learning process.