The Teacher, the Fedathi Sequence and the Failure Indexes of the Subject Differential and Integral Calculus

Abstract

The failure of students in the discipline of Differential and Integral Calculus is frequent in institutions, whether public or private. It is up to the teacher to reflect on the pedagogical practice, identify how learning is taking place and analyze what changes should be necessary in the planning, conduct and evaluation of the class. The objective of the work is to identify the results of students in the discipline of Differential and Integral Calculus at the Universidade Estadual Vale do Acaraú, over a period of 10 years, presenting the Fedathi Sequence as a possibility of mediation to reduce the low rates in evaluations. The research is exploratory with a quantitative and qualitative approach and indicates that the general failure and dropout rate in the academic periods between 2009.1 to 2019.1 were higher than 50%, reaffirming the national trend. It is concluded that the pedagogical practices based on methodologies that seek to dialogue with the student in the classroom contribute to the evaluation process and also to the final result of the subjects. The Fedathi Sequence is presented as a methodological proposal, supporting the hypothesis that through mediation and evaluation of the knowledge construction process, it is possible to minimize the failure and dropout rates of the discipline.