STUDENT PROTAGONISM AND SOLIDARITY LEARNING: A QUALITATIVE ANALYSIS IN MATHEMATICS CLASSES

Abstract

This study seeks to understand how student protagonism can foster collaborative learning in mathematics classes, highlighting collaborative pedagogical practices and reflections on student autonomy. The qualitative research was conducted in a public elementary school, using participant observation, semi-structured interviews with students and teachers, and documentary analysis of lesson plans and schoolwork. The results indicate that strategies that encourage active student participation, group cooperation, and shared decision-making significantly contribute to students' cognitive and socio-emotional development, consolidating collective and integrated learning. The theoretical framework was based on authors such as Freire (1996), who advocates education as a practice of freedom and autonomy; Vygotsky (1991), who emphasizes the importance of social interaction in the learning process; Moran (2015), who emphasizes participatory and collaborative methodologies; and Tavares & Almeida (2017), who associate student protagonism with engagement and meaningful learning. These contributions allowed us to understand protagonism not only as individual autonomy, but also as a supportive practice, in which peer cooperation strengthens the learning of mathematics, a subject often marked by conceptual difficulties and resistance. This qualitative research, with an ethnographic focus, was conducted in a public elementary school. Twenty-four students, ages 11 to 14, and two mathematics teachers participated. Three instruments were used for data collection: classroom participant observation, semi-structured interviews with students and teachers, and document analysis of lesson plans, activities, and student work. Data were processed through content analysis, which enabled us to identify categories related to pedagogical practices, student perceptions, and the impact of protagonism on supportive learning. Data triangulation ensured greater reliability of the results, cross-referencing information from different sources. The results demonstrate that student protagonism contributes to the creation of more inclusive, participatory, and engaging learning environments. It is concluded that student protagonism is a crucial element for the construction of supportive and engaging educational environments, especially in Mathematics, a discipline marked by conceptual challenges and student resistance.