A MATEMÁTICA DA SOCIALIZAÇÃO - FATOR DE MELHORIA NO DESEMPENHO DE ALUNOS DE 6º ANO DE UMA ESCOLA PÚBLICA ESTADUAL DA CIDADE DE RIO VERDE-GO

Abstract

This study presents the project Mathematics of Socialization, developed in a public school in Rio Verde-GO, aiming to investigate how pedagogical practices based on socialization and collaborative learning can improve the performance of 6th grade students in Mathematics. The main objective was to analyze the factors that favor learning through peer interaction, shared responsibility, and the development of socio-emotional skills in the educational process. The research is relevant as it addresses one of the greatest challenges in basic education: low achievement in Mathematics, often linked to traditional, teacher-centered methods. A descriptive methodology was adopted, combining bibliographic review with field research. Data were collected through diagnostic assessments, group activities, and systematic observation, and analyzed using content analysis. The results showed an increase in average performance in Mathematics, especially in the classes involved in the project, as well as a reduction in low achievement rates and greater student engagement. Significant gains in leadership, cooperation, and communication skills were also observed, indicating that the learning process went beyond cognitive aspects and also encompassed social and emotional dimensions. It is concluded that the “Mathematics of Socialization” project represents an effective methodological alternative to overcome historical difficulties in Mathematics teaching. Its replication in different contexts and interdisciplinary integration may strengthen meaningful learning and promote school inclusion.