Luciana da Costa de Santana; Marcos Cesar Rodrigues de Miranda

DOI: 10.22167/2675-6528-202603180

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

Public policies seek to promote actions that guarantee rights and improvements in essential services, such as education. The research analyzed the impact of the Brazilian Public School Mathematics Olympiad (OBMEP) on the trajectory of awarded students, considering immediate effects on engagement and long-term results in their training and careers. To this end, a qualitative documentary analysis was carried out on 54 testimonials from graduates of the Junior Scientific Initiation Program (PIC Jr.) who served as tutors in 2025. The reports were collected through a Google form, where participants described their most significant experiences as PIC Jr. students. The results indicated that PIC Jr. functioned as a driving force for intrinsic motivation, strengthening students’ feelings of competence, autonomy, and belonging. This influence directed the graduates’ decision to pursue careers in the exact sciences. The role of the teacher and the support of school management proved to be fundamental for maintaining engagement in the school environment. It was concluded that PIC Jr. has consolidated itself as an effective public policy in building life projects and strengthening the bond with scientific knowledge.

Keywords: Self-determination; Mathematics Teaching; School Management; Intrinsic Motivation; Government Program.

1. Introduction

Public policies represent a set of actions developed by the State, involving commitments and acts aimed at the cultural and social development of the population (Bastos, 2017). Such policies are often designed to meet collective needs in strategic areas for social well-being, such as health, education, and security. In the educational sphere, public policies can manifest through laws, planning, funding, or the creation of specific programs that reflect state action (Santos, 2011). The origin of educational public policies in Brazil dates back to the First Republic period, when initiatives and decrees were established to regulate education focused on the country’s development, in contrast to the previous period, in which education was restricted to the dominant classes.

In the period covered by this work, the public policies of the first government of President Lula were characterized by the continuity of educational programs of a compensatory nature, which sought to minimize social inequalities suffered by specific groups, as highlighted by Santos (2011). Among the initiatives of this period, the Plan for the Development of Education (PDE), created in April 2007, incorporated a set of 52 actions to improve education at all its stages. One of these actions was the Brazilian Public Schools Olympiad (OBMEP).

OBMEP, created in 2005, is configured as a public policy project with the purpose of stimulating the study of mathematics and identifying young talents in the area. Its objectives include promoting social inclusion through the dissemination of knowledge. Currently, the test is applied to approximately eighteen million students from Elementary and Middle School, being recognized as the largest knowledge Olympiad in the country. The OBMEP test can be a pedagogical tool to encourage students with an affinity for mathematics, instigating them to develop autonomous strategies to solve challenges and generating personal satisfaction.

One of the developments of OBMEP is the Junior Scientific Initiation Program (PIC Jr.), carried out in partnership with CNPq. This program offers participants more in-depth mathematics studies, through contact with the language of solving Olympic problems. In this way, PIC Jr. seeks to bring students closer to the discipline from basic education, encouraging them to pursue the exact sciences and produce knowledge in the academic environment.

In the school context, motivation is understood as the disposition to act in pursuit of a goal or knowledge. Lourenço and Paiva (2010) affirm that a motivated student actively engages in the learning process, dedicating efforts and using strategies to develop new comprehension skills. Academic literature distinguishes intrinsic motivation, which is driven by internal interests and aptitudes, from extrinsic motivation, which seeks external rewards (Guimarães and Boruchovitch, 2004).

Self-Determination Theory, as addressed by Guimarães and Boruchovitch (2004), emphasizes the promotion of students’ interest in learning, the valuing of education, and confidence in their abilities. It highlights basic psychological needs such as autonomy, competence, and belonging, which promote well-being in the individual’s environment. The feeling of competence is linked to the perception of autonomy and, to be validated, requires external recognition. The volitional act, discussed by Vygotsky (1995), is also relevant, as it refers to conscious and voluntary decision-making, influenced by the cultural and social environment, essential for choosing to pursue careers in specific areas.

Despite the relevance of public educational policies and programs like OBMEP and PIC Jr. in identifying talents and stimulating the study of mathematics, it is still fundamental to understand the impact of these programs on students’ life trajectories, especially regarding motivation and self-determination. There is a gap in the detailed understanding of how the experience in PIC Jr. influences immediate engagement and long-term outcomes, such as educational and career choices. This study is justified by the need to analyze how such initiatives can consolidate as driving forces in the construction of life projects and in strengthening the bond with scientific knowledge, highlighting the role of the teacher and school management in maintaining this engagement. Thus, this work aims to analyze the impact of OBMEP on the trajectories of students awarded in the Olympiads, considering immediate effects on engagement and long-term outcomes in their education and careers, focusing on the accounts of former participants of PIC Jr. – OBMEP.

2. Material and Methods

This research was characterized by its documentary nature and qualitative approach, seeking to understand the human experiences and motivations of the subjects involved. This method was selected because it allows for an in-depth analysis of accounts, placing participants as central elements for understanding their actions and social interactions over time, as advocated by Bardin (2016).

Regarding the objectives, the study was configured as a documentary research, complemented by elements of a case study. The application of the case study was pertinent, as the research interest focused on a particular situation, with well-defined contours, aiming to portray reality in a concrete and profound way, using a variety of sources for data collection, according to Oliveira (2008).

The empirical object of the research consisted of the analysis of testimonials from former students of the Jr. Scientific Initiation Program (PIC Jr.) of the Brazilian Public School Mathematics Olympiad (OBMEP). These participants served as tutors for the program in the year 2025. The unit of analysis was composed of 54 specific reports, extracted from a larger universe of respondents.

The research participants were tutors of PIC Jr. in 2025, who were undergraduate students in the areas of mathematics, physics, and/or engineering. These tutors received qualified pedagogical training through the Extension Initiation Program (PBIEXT), an initiative by CAPES in partnership with OBMEP, whose objective is to strengthen the training in exact sciences and promote the academic insertion of young people from public schools.

In the year 2025, PIC Jr. had approximately 430 tutors. Of these, 209 participated in a program evaluation dynamic. The final sample for this study was composed of the 54 tutors who, within the group of 209, stated they had been former students of PIC Jr. and provided accounts of their experiences as students.

Data collection was carried out using a Google form, which was sent by the OBMEP Academic Coordination to all participating tutors. The submission occurred at the end of the 8 learning cycles of PIC Jr., generally in November 2025, according to the collection period explicitly stated in the original TCC.

The form’s main purpose was to allow tutors to evaluate their experiences in PIC Jr., highlighting positive points and aspects to be improved in the program. For the purposes of this research, a specific question was included, inquiring about the tutor’s previous participation as a student in PIC Jr.

If the answer to the question about previous participation was affirmative, a discursive field was opened where the tutor was invited to freely report the most significant experiences lived as a student. The question was elaborated in a comprehensive and neutral way, without inducing answers or praise for the program, ensuring a spontaneous and individual space for the retrieval of memories.

Ethical considerations were observed during data collection, ensuring voluntary completion of the form and participant anonymity. To preserve the privacy of the interviewees, citations of their writings, when presented in the results section, were identified by standardized acronyms, ranging from IC1 to IC54.

The data analysis technique employed was documentary analysis, following Bardin’s (2016) guidelines. The main steps consisted of gathering the material, which were the discursive responses from the tutors, and separating it into analysis units. These units corresponded to specific responses about the experience as a former PIC Jr. student.

Subsequently, the units of analysis were coded by categories and interpreted based on the research needs and objectives. This process allowed for the identification of emerging patterns and themes in the reports, without, however, anticipating empirical findings or presenting quantitative results in this methodological section.

3. Results and Discussion

The analysis of testimonials from 54 alumni of the Junior Scientific Initiation Program (PIC Jr.), who served as tutors, revealed crucial elements about the impact of the Brazilian Public School Mathematics Olympiad (OBMEP) on their trajectories. The findings indicate that the program acted as a catalyst for intrinsic motivation and self-determination, significantly influencing their academic and professional choices. The research sought to understand how the experience in PIC Jr. shaped the immediate engagement and long-term decisions of these students, as per the established objective.

The collected reports evidenced four striking factors in the experience of the PIC Jr. participants. Among the 54 testimonies analyzed, eight highlighted participation in OBMEP events as a significant factor. Fifteen interviewees emphasized the mathematical questions and challenges proposed by the program. The decision to remain in the exact sciences area was mentioned by fourteen participants, while twelve reported the importance of meeting friends with the same affinities and knowledge. These data demonstrate the multifaceted influence of the program on students’ lives.

It was observed that mathematical questions and challenges were the element with the greatest impact on the interviewees’ memories, with fifteen mentions. This prevalence suggests that overcoming the pedagogical challenges of PIC Jr. generated profound personal satisfaction and pride in the students. This result aligns with Self-Determination Theory, which postulates the need for competence as one of the pillars of intrinsic motivation, where the perception of mastery over complex tasks strengthens engagement and well-being (Guimarães and Boruchovitch, 2004).

Intrinsic motivation, as discussed by Guimarães and Boruchovitch (2004), is driven by internal interests and aptitudes, leading students to actively engage in learning tasks. The testimonials from PIC Jr. participants corroborate this perspective, indicating that contact with challenging problems and the pursuit of autonomous solutions sparked genuine enthusiasm. Participant IC12, for example, described the daily routine in the program as “very significant,” highlighting the pleasure in solving challenges in a dynamic and collaborative environment, which reinforces the idea that the activity itself became the reward.

The need for competence, one of the pillars of Self-Determination Theory, was widely reflected in the accounts. Students such as IC2, IC5, and IC8 expressed satisfaction in improving their logical reasoning and developing mathematical writing, as well as the ability to solve problems that initially seemed “impossible”. The testimony of IC8, by mentioning the learning of “new theory, which we don’t usually see in school (like modular arithmetic)” and its application in problem-solving, illustrates how the program expanded their skills and perceptions of competence.

This perception of competence is intrinsically linked to autonomy, that is, to the individual’s ability to govern their own skills and decisions. To be validated, this autonomy requires external recognition, which in the context of PIC Jr. can come from overcoming challenges and feedback from tutors and peers. The experience of creating strategies and solving problems independently, without the rigidity of the traditional school curriculum, contributed to the development of a sense of agency and control over one’s own learning.

The volitional act, a concept addressed by Vygotsky (1995), was also prominently manifested in the testimonies. The conscious and voluntary choice to pursue careers in the exact sciences, influenced by experiences in PIC Jr., demonstrates a decision-making process that transcends impulsivity. Participants such as IC3, IC29, and IC47 reported that it was in the program that their passion for mathematics was consolidated, leading them to opt for undergraduate degrees in the field, thus evidencing that PIC Jr. acted as a decisive factor in the construction of their life projects.

The need for belonging, another fundamental dimension of Self-Determination Theory, was a recurring aspect in the accounts. Contact with peers who shared similar interests in mathematics, something “rare at school” for many, provided an environment of safety and trust. Testimonies such as those of IC6, IC52, and IC40 highlight the importance of finding people who considered mathematics “fun, intriguing, and wonderful,” which generated a sense of community and mutual support, strengthening students’ connection with the discipline and with scientific knowledge.

Beyond the direct impact on students, the research highlighted the crucial role of the teacher and school management in maintaining engagement. Guimarães and Boruchovitch (2004) emphasize that the teacher’s motivational style directly influences students’ motivational orientation. Pedagogical actions that value effort, stimulate curiosity, and offer differentiated activities, such as those observed in PIC Jr., are essential for creating a positive and lasting learning environment.

The testimonials from IC31 and IC36 illustrate the importance of teachers who seek interactive classes, deepen content, and go “beyond” the basic curriculum, serving as inspiration. The student’s perception of competence, when recognized by the teacher, positively reflects on academic performance, according to Lourenço and Paiva (2010). The teacher, by using students’ aptitudes as a strategy, enhances their motivation and competence, valuing their efforts and achievements.

School management emerges as a strategic facilitator for the continuity and success of programs like PIC Jr. By integrating Olympic activities into the formal curriculum, management can provide pedagogical enrichment and create an environment of recognition and self-affirmation. This includes freeing up spaces and times for study groups and supporting teaching practices that value students’ effort and autonomy, promoting an inclusive and stigma-free school climate.

The experience of visiting a public university, as reported by IC14, also proved to be remarkable, broadening students’ vision of scientific knowledge and its possibilities. These experiences outside the daily school environment stimulate interest in other scientific contexts, showing that learning transcends the classroom and that mathematics can be an active instrument for critical and social formation, empowering students to understand and transform their reality.

The analysis of the 54 reports from former PIC Jr. tutors demonstrates that the program acts as an incentive for intrinsic motivation and the development of self-determination, going beyond the mere acquisition of knowledge. The experience in PIC impacted the academic identity and career choices of the participants, positively modifying their life trajectories. However, it is important to note that this study was based on a sample of alumni who maintained a connection with OBMEP, which reflects the perceptions of a group already successful, not encompassing the totality of profiles or possible causes of dropout.

In summary, the research results indicate that the OBMEP Jr. Scientific Initiation Program plays a fundamental role in promoting intrinsic motivation, strengthening students’ feelings of competence, autonomy, and belonging. The experience with mathematical challenges, contact with peers, and the influence of engaged teachers, added to the support of school management, direct graduates towards careers in exact sciences and consolidate the link with scientific knowledge, thus responding to the objective of analyzing the program’s impact on the life trajectory of these individuals.

4. Conclusion

This study analyzed the impact of the Brazilian Public School Mathematics Olympiad (OBMEP) on the trajectory of awarded students, considering the effects on immediate engagement and long-term outcomes in their education and careers. Through documentary analysis of 54 testimonials from graduates of the Junior Scientific Initiation Program (PIC Jr.), it was found that the program acted as a driving force for intrinsic motivation. It was identified that overcoming mathematical challenges, interacting with peers who shared interests, and the support of engaged teachers strengthened students’ feelings of competence, autonomy, and belonging. This influence was decisive in the graduates’ decision-making to pursue careers in exact sciences, demonstrating the impact of volitional action on their choices. School management also proved fundamental for maintaining engagement in the school environment, by integrating Olympiad activities and supporting innovative teaching practices. Thus, PIC Jr. consolidated itself as an effective public policy in building life projects and strengthening the bond with scientific knowledge.

However, it is important to recognize that the research was based on a sample of graduates who maintained a connection with OBMEP, which reflects the perceptions of an already successful group, not encompassing the entirety of profiles or possible causes for dropout. For the identified results to be continuous and lasting, it is suggested that school management act as a facilitator for the integration between the formal curriculum and Olympic activities, institutionalizing extracurricular activities and ensuring pedagogical support and teacher recognition. It is also recommended that future studies be conducted to deepen the analysis of the impacts of these policies, especially regarding student motivation and retention in their academic path, contributing to the improvement and creation of greater public educational initiatives in Brazil.

Bibliographic References

Bardin, L. (2016). Análise de Conteúdo. São Paulo: Edições 70.

Bastos, M. J. (2017). Políticas Públicas na Educação Brasileira. Disponível em: https://www.nucleodoconhecimento.com.br/educacao/politicas-publicas. Acesso em 16/09/2025.

Guimarães, S. E. R.; Boruchovitch, E. (2004). O estilo motivacional do professor e a motivação intrínseca dos estudantes: uma perspectiva da teoria e autodeterminação. Disponível em: scielo.br/j/prc/a/DwSBb6xK4RknMzkf5qqpZ6Q/?format=pdf&lang=pt. Acesso em 18/10/2025.

Lourenço, A. A.; Paiva, M. O. A. (2010). A motivação escolar e o processo de aprendizagem. Disponível em: https://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1806-58212010000200012. Acesso em 18/10/2025.

Oliveira, C. L. (2008). Um apanhado teórico-conceitual sobre a pesquisa qualitativa: tipos, técnicas e características. Disponível em: https://e-revista.unioeste.br/index.php/travessias/article/view/3122/2459. Acesso em 21/09/2025.

Santos, K. S. (2011). Políticas Públicas educacionais no Brasil tecendo fios. Disponível em: https://anpae.org.br/simposio2011/cdrom2011/PDFs/trabalhosCompletos/comunicacoesRelatos/0271.pdf. Acesso em 08/10/2025.

Article originating from the Final Course Work of the Specialization in School Management of the MBA USP/Esalq

To learn more about the course, click here and access the MBX Academy platform