Paulo freire e produção de vídeos em Educação Matemática: uma experiência nos anos finais do ensino fundamental
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Data
2018-12-04
Autores
Oliveira, Luana Pedrita Fernandes de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem por objetivo compreender as diferentes dimensões que emergiram durante a produção de vídeos digitais com Matemática e a realização do I Festival de Vídeos Digitais e Educação Matemática na Escola, em relação ao grupo de alunos de duas turmas do 7º ano de uma escola da Rede Pública do Estado de São Paulo, situada no município de Rio Claro. A abordagem metodológica desta pesquisa é de cunho qualitativo e os procedimentos adotados para a produção dos dados foram entrevistas com os grupos de alunos que produziram os vídeos e com alguns membros da comunidade escolar, como gestores, professores e pais, diário de campo da pesquisadora, além dos roteiros elaborados e os vídeos produzidos pelos alunos. Para sistematização e análise, optou-se pela triangulação dos métodos, que possibilitou entrelaçar os vídeos produzidos com as entrevistas e as anotações em campo à luz da teoria de Paulo Freire, abordando aspectos do diálogo e da comunicação com viés para a multimodalidade. Na análise, emergiram as seguintes dimensões: o aluno sujeito e o vídeo como resposta à curiosidade; a importância do celular, do computador e da internet rápida para a pesquisa e o ensino de matemática; conteúdo matemático dos vídeos produzidos pelos alunos; Festival de Vídeos Digitais e Educação Matemática na Escola e a imagem pública da Matemática. Em síntese, foi compreendido que a produção de vídeo com matemática se expande através do diálogo, da comunicação e da construção da autoestima em relação ao conhecimento matemático, freireanamente.
This research aims to comprehend the different dimensions that emerged during the production of digital videos with Mathematics and the First Festival of Digital Videos and Mathematics Education in the School, in relation to a group of 7th grade students from two different classes in a public school in Rio Claro, São Paulo. The methodological approach of this research is qualitative, and the procedures used to produce the data included: the researcher's field diary; the scripts of the videos produced by the students; interviews with the groups of students who produced the videos and with some members of the school community, such as managers, teachers and parents; and the videos produced by the students. For systematization and data analysis, the triangulation of methods was used, which made it possible to interweave the videos produced with the interviews and the researcher’s notes through the theoretical lens of Paulo Freire, addressing aspects of dialogue and communication with a bias toward multimodality. In the analysis, the following dimensions emerged: the subject-student and the video as a response to curiosity; the importance of the smartphones, computers and fast internet for the research and teaching of mathematics; mathematical content of the videos produced by the students; Festival of Digital Videos and Mathematics Education in the School and the Public Image of Mathematics. In summary, it was understood that the production of video with mathematics expands through dialogue, communication and the construction of self-esteem in relation to mathematical knowledge, in a Freirean manner.
This research aims to comprehend the different dimensions that emerged during the production of digital videos with Mathematics and the First Festival of Digital Videos and Mathematics Education in the School, in relation to a group of 7th grade students from two different classes in a public school in Rio Claro, São Paulo. The methodological approach of this research is qualitative, and the procedures used to produce the data included: the researcher's field diary; the scripts of the videos produced by the students; interviews with the groups of students who produced the videos and with some members of the school community, such as managers, teachers and parents; and the videos produced by the students. For systematization and data analysis, the triangulation of methods was used, which made it possible to interweave the videos produced with the interviews and the researcher’s notes through the theoretical lens of Paulo Freire, addressing aspects of dialogue and communication with a bias toward multimodality. In the analysis, the following dimensions emerged: the subject-student and the video as a response to curiosity; the importance of the smartphones, computers and fast internet for the research and teaching of mathematics; mathematical content of the videos produced by the students; Festival of Digital Videos and Mathematics Education in the School and the Public Image of Mathematics. In summary, it was understood that the production of video with mathematics expands through dialogue, communication and the construction of self-esteem in relation to mathematical knowledge, in a Freirean manner.
Descrição
Palavras-chave
Produção de vídeos, Festival de vídeos digitais, Ensino fundamental, Escola pública, Paulo Freire, Video production, Festival of digital videos, Elementary school, Public school, Paulo Freire