A recently developed study, based on the results obtained by the Basic Assessment System (saeb) of 2021, showed that only about 5% of students leave high school with the correct learning in mathematics. However, in 16 states, the numbers did not even reach that base.
Research also showed that, at national levels, 57% of students in the last year of high school have insufficient knowledge of the subject, and about 38% know only the basics.
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Although teaching, especially in mathematics, which was the central theme of the study, had already been considered precarious for a long time, the pandemic of the new coronavirus further aggravated this situation, due to the fact that the classes were applied remotely for almost two years school.
It is believed that this factor has directly contributed to the general impairment of teaching. Even with better results, the Portuguese language subject presents numbers greater than 31% of the level of adequate learning, and although much higher than those of mathematics, it is still far from ideal.
Compared to 2019 levels, before the pandemic, the data for mathematics was 7%, and those for Portuguese amounted to 34%. However, even if the numbers are not extremely expressive in their difference, if it comes from one year to another, the divergence can be considered large.
The information collected from Saeb is obtained through a Portuguese and Mathematics test, which is applied every two years, and are collected by Interdisciplinarity and Evidence in the Debate Educational. These results were released last Wednesday, the 30th, also marking the 10th anniversary of the traditional QEdu portal.
The portal is considered one of the largest in the country and has the support of several institutions, such as Itaú Educação e Trabalho and Fundação Roberto Marinho, among others that are well known in Brazil.
Such declines in the learning rates collected from high school can already be noticed from elementary school, where almost 37% of students receive adequate teaching in mathematics, according to the study. In these numbers, the deterioration is extremely significant, since in 2019 the percentage reached 47% in the data collected.
As we have already discussed, the drop in rates is completely linked to the difficulty in maintaining the quality of the teaching remotely, necessary in the years 2020 and 2021, when face-to-face education needed to be paused.
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