Impacts of a parallel recovery strategy at IFPA – Santarém campus: a teacher reflection

This study aims to verify the impacts of using student office hours to carry out parallel recovery. The theoretical framework presents how parallel recovery is treated by the LDB/96 (Lei de Diretrizes e Bases da Educação-Education Guidelines and Bases Law) and discusses how parallel recovery activities are regulated in light of the IFPA Didactic-Pedagogical Regulation. The methodology provides details on the number of students, their gender, as well as the statistical analysis of the differences between the mean grades before and after the recovery process. The results reveal a statistically significant difference in the grades of students who participated in student office hours and list some advantages perceived by the teacher regarding the process investigated, namely: evidence of learning, optimization of class time and the possibility of working with the four language skills.