A survey carried out by Instituto Sonho Grande, based on the analysis of Inep microdata, revealed that students from state schools with EMI (Integral Secondary Education) have a better overall performance on the Enem than students from part-time units.
The survey highlights that the impact is especially positive in the area of mathematics and its technologies, where full-time schools — which require a minimum workload of seven hours a day — recorded an average of five points more than regular institutions.
Comprehensive education for better results
For professor Felipe Guisoli, this teaching model is essential to overcome the resistance that many students still demonstrate towards the subject.
With ten years of experience preparing students for competitive exams, Guisoli believes that the first step to success is breaking emotional blocks. “I always say that, before learning mathematics, we need to break the historical barrier that many still carry. There is a history of apprehension about the area. I understand: many students arrive with traumas, blocks, that feeling that they ‘never were good’ at mathematics. But, the truth is that this is nothing more than a mistaken apprehension. My role, as a teacher, is to help give new meaning to this relationship. I want students to see mathematics not as an obstacle, but as a powerful language to understand the world, a creative tool and, above all, accessible to everyone. Comprehensive education is an important ally to reinforce this panorama”, he emphasizes.
The one advocated by Guisoli focuses on changing mentality, replacing the idea of ”gift” with a process of continuous construction.
According to the professor, what prevents evolution is not the lack of effort, but the absence of strategic and in-depth study. “I always insist: changing your mindset is the first step to transforming learning. There is no such thing as ‘I wasn’t born for mathematics’. This is a myth. What exists is a construction process, a skill that develops over time, with patience and method. What I do here at Universo Narrado is to encourage a growth mindset in candidates, showing that effort, curiosity and perseverance are much more important than any supposed ‘gift’. I want them to see mathematics as an ally, not as a threat”, he says.
To make things more enjoyable, Felipe relies on light, humorous language that is connected to everyday life, without giving up intellectual rigor. He argues that teaching must be enjoyable to be effective. “I like to teach in an uncomplicated, light way, but without losing depth. Mathematics does not need to be heavy, full of complicated terms and formulas that seem meaningless. I like to bring clarity, to use everyday examples, to tell stories that show how mathematical ideas emerged. I always say that when the teacher has fun, the students learn more. And that is what I seek: to make learning enjoyable, accessible and, at the same time, intellectually stimulating. Mathematics can, indeed, be light”, he states.
Finally, Guisoli warns against mechanical memorization, defending a study plan that prioritizes logical reasoning instead of simply “memorizing” formulas. For him, student autonomy depends on understanding the logic behind concepts. “I am completely against teaching based on memorization. I don’t want students to be stuck memorizing formulas without understanding where they come from. What I propose is an optimized study plan, which values deep understanding and the real development of their reasoning abilities. Here at Universo Narrado, we work with well-explained theory, intelligent practice and strategic reviews. My objective is for the candidate to be able to apply knowledge in different contexts, with autonomy and security, without relying on mechanical memorization”, concludes the teacher.
