RECOMPOSITION OF MATHEMATICS LEARNING IN BASIC EDUCATION: ANALYSIS OF FORMATIONAL PATHS AND PRECEDING SKILLS PROPOSED IN TEACHING GUIDES

Abstract

This qualitative, descriptive and analytical article addresses the recomposition of learning in Mathematics in Basic Education, focusing on the Learning Recomposition Guides of the State Network of Bahia for the 9th grade of Elementary School and the 1st and 3rd grades of High School. The research analyzes the methodological proposal of these guides, the structure of the formative paths and the articulation between predecessor and final skills, highlighting the role of Bloom's Taxonomy as a reference for didactic planning. The methodology is based on documentary analysis, examining the contextualization, objectives, diagnostic procedures, conceptualization of skills and the progression of the formative paths in the guides. The study highlights the learning gaps, making it urgent to promote structured pedagogical actions to recompose the cognitive and emotional deficit of students. Learning recomposition is presented as an essential strategy to address these gaps, ensuring the acquisition of skills and knowledge necessary for school progression, with the support of diagnostic assessments and the prioritization of curricular content. The guides, aligned with the Bahia Reference Curricular Document (DCRB), seek to support teaching work, offering a flexible roadmap to identify and develop essential skills, and promote overcoming difficulties and ensuring learning, using active methodologies and contextualization of content. The interdependence between final skills (complex learning objectives) and predecessor skills (necessary prior knowledge) is emphasized as a central pillar of recomposition, allowing for strategic didactic planning. The process of constructing the guides was meticulous, based on evidence from diagnostic assessments, data analysis and skills mapping, resulting in training paths adapted to the diverse educational realities. It is concluded that the guides are a strategic resource for teachers, assisting in the development of personalized pedagogical interventions and strengthening the role of the educator as a mediator of learning.