Made available in DSpace on 2015-04-14T14:13:06Z (GMT). No. of bitstreams: 1 464253.pdf: 820839 bytes, checksum: 5225f4bdb370c790e6c11f6681c4c13f (MD5) Previous issue date: 2014-08-29 / This research found to identify the causes of excessive absences in math's classes and to contribute on the permanence of student activities in this discipline, a at public school in the Porto Alegre periphery. To do this, we interviewed thirty-five students, six mathematic s teachers and the management team of this public school. Data collection was conducted through questionnaires, interviews and classroom by semi structured and Facebook. About analysis were five categories. In the first showed the pedagogical practice as a relevant factor for the permanence of the student in these classes. In the second showed the importance of interpersonal relationships for the permanence of students, emphasizing the importance of dialogue and affection, thus nurturing a good teacher-student relationship. In the third, highlighted the value of contextualizing the mathematical content to give meaning and the significance of learning. In the fourth category evidenced the difficulties related to content and the mathematical symbolism. In the fifth category argued of the mathematics teacher function in the contemporary context. In summary it was found that in the student's view, the pedagogical practice of math's teacher, the relationship between teacher and student, social factors such as work and the difficulties that students have in learning mathematics are factors that can contribute to the absence in classes of this study. In the teacher's view showed that they believe that students miss classes because of them difficulties in learning the content, social factors such as need of the student work, because the student doesn't see immediate benefits in relation to studies and doesn't understanding the meaning of mathematical knowledge. It is noticed that an attractive class, in view of the student, has several factors related to the teacher: if this encourages student leadership; it is charismatic; it is open to dialogue; it is known to listen to their students; it is humorous; it is creative in their classes; if you can have a good relationship with the student; it is affectionate and ultimately, if the content taught by him has meaning for the student. Concluded that the instructor of mathematics area can help to retain the student in the classroom by using different pedagogical procedures, with the intent to promote meaningful learning, however, only using diverse procedures doesn't in itself guarantee the students remaining in the classroom. There are social factors which are beyond the pedagogical practice and the effort of the teacher to keep his students attending his classes. / Esta pesquisa buscou identificar as causas do excesso de faltas ?s aulas de matem?tica e contribuir para a perman?ncia do estudante nas atividades desta disciplina numa escola estadual da periferia de Porto Alegre. Para isso, foram entrevistados trinta e cinco estudantes, seis professores de matem?tica e a equipe diretiva dessa escola. A coleta de dados ocorreu por meio de question?rios, entrevistas semiestruturadas presenciais e pelo Facebook. Da an?lise dos dados, emergiram cinco categorias. A primeira evidenciou a pr?tica pedag?gica como fator relevante para a perman?ncia do estudante nessas aulas. A segunda mostrou a import?ncia das rela??es interpessoais para a perman?ncia dos estudantes, com ?nfase no di?logo e no afeto, nutrindo, assim, um bom relacionamento professor- aluno. Na terceira, destacou-se o valor da contextualiza??o do conte?do matem?tico para dar significado ? aprendizagem. A quarta apontou dificuldades relacionadas ao conte?do e ? simbologia matem?tica. A quinta tratou do papel do professor de matem?tica no contexto contempor?neo. Em s?ntese, foi constatado que, na vis?o dos alunos, a pr?tica pedag?gica do professor de matem?tica, a rela??o estabelecida entre professor e aluno, os fatores sociais, como trabalho e as dificuldades que o aluno tem em aprender matem?tica s?o fatores que podem contribuir para a aus?ncia nas aulas objetivo deste estudo. A vis?o dos professores mostrou que eles acreditam que as faltas dos alunos ?s aulas s?o causadas por dificuldades em aprender o conte?do, pelos fatores sociais, como a necessidade de trabalhar; porque n?o veem benef?cios imediatos em rela??o aos estudos e por n?o compreenderem o significado do conhecimento matem?tico. Percebe-se que uma aula atrativa, na vis?o do aluno, tem v?rios fatores relacionados ao professor: se este favorece o protagonismo estudantil; se ? carism?tico; se ? aberto ao di?logo; se sabe ouvir os seus alunos; se ? bem humorado; se ? criativo em suas aulas; se consegue ter um bom relacionamento com o aluno; se ? afetuoso e por fim, se o conte?do ministrado por ele tem sentido para o aluno. Conclui-se que o docente da ?rea da matem?tica pode contribuir pode contribuir para a perman?ncia do estudante em sala de aula fazendo uso de diferentes procedimentos pedag?gicos, com a inten??o de promover uma aprendizagem significativa; entretanto, o uso de procedimentos diversificados n?o garante por si s? a perman?ncia do aluno em sala de aula. Existem fatores sociais que est?o al?m da pr?tica pedag?gica e do esfor?o do professor para manter seus alunos frequentando suas aulas.