Vídeos digitais produzidos por licenciandos em Matemática a distância
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Data
2021-06-25
Autores
Souza, Marcelo Batista de
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Universidade Estadual Paulista (Unesp)
Resumo
Nesta pesquisa, compartilho a minha compreensão sobre como licenciandos em Matemática a distância, da Universidade Federal de Pelotas, expressam conteúdos matemáticos por meio de vídeos digitais. A disciplina Álgebra Linear I foi o cenário desta investigação, na qual esses licenciandos são os protagonistas de 13 produções que fazem parte da Avaliação Online e integram o corpus de análise deste estudo. A abordagem qualitativa me ajudou a compreender os fenômenos observados no cenário da disciplina. As respostas do questionário aplicado aos estudantes participantes desta pesquisa e a análise dos vídeos são os dados produzidos nesta investigação. Em especial, esses vídeos se tornaram os elementos centrais para responder à pergunta de pesquisa à luz dos referenciais teóricos que envolvem seres-humanos-com-mídias, teoria fílmica e multimodalidade. Em vista disso, na análise dos vídeos observei como os estudantes interagiram com as tecnologias ancorado no construto seres-humanos-com-mídias, assim como, utilizei a teoria de análise fílmica para decompor os seus elementos em busca de estender o meu registro perceptivo. Ademais, realizei uma análise multimodal para compreender como esses produtores de vídeos combinam recursos semióticos, a partir das suas escolhas. A análise dos vídeos sugere que os seus produtores priorizam o uso da técnica matemática, optam por diferentes formas de apresentação e utilizam recursos semióticos da linguagem, do simbolismo matemático e da exibição visual para produzirem significados em seus discursos. Essa análise revela, também, que os estudantes se apoiam nas suas referências e nos elementos que elegem como significantes para expressar conteúdos matemáticos que, possivelmente, perpassam as suas vidas escolares e acadêmicas. Nessas produções, observei que as mídias utilizadas por esses discentes não substituem as demais. Pelo contrário, elas se combinam semioticamente, moldam e são moldadas umas pelas outras e se harmonizam em seus discursos. Há indícios de que os vídeos analisados possam servir de caminhos para as intersemioses que originam as ressemiotizações e as expansões semânticas, apesar de serem limitadas as conexões entre as múltiplas representações. Com base nos resultados apresentados nesta investigação, a expectativa é que outras reflexões pedagógicas, tecnológicas, artísticas, culturais e sociais sejam estimuladas nos ambientes educacionais para realçar as formas de expressão dos estudantes nas interações com as diferentes tecnologias.
In this research, I share my understanding of how online preservice mathematics teachers, from the Federal University of Pelotas, express mathematical content through digital videos. The setting for this investigation was a Linear Algebra course, in which these preservice teachers are protagonists of 13 video productions that are part of the Online Assessment and comprised the study‘s corpus for analysis. The qualitative approach helped me to understand the phenomena observed in the discipline scenario. The data sources in this investigation were the students‘ questionnaire responses and the video data. In particular, these videos became the central elements to answer the research question from the perspectives of the humans-with-media, film theory and multimodality theoretical frameworks. From these perspectives, the video analysis included observations of students‘ interactions with the technologies anchored in the humans-with-media construct, as well as film analysis theory to decompose its elements in an attempt to extend my perceptual register. Furthermore, I performed a multimodal analysis to understand how these video producers combined semiotic resources, based on their choices. The analysis of the videos suggests that their producers prioritized the use of mathematical technique, opted for different forms of presentation and used semiotic resources of language, mathematical symbolism and visual display to produce meanings in their speeches. This analysis also reveals that students relied on their references and on the elements that they elect as significant to express mathematical content that possibly permeates their school and academic lives. In these productions, I noticed that the media used by these students do not replace the others. On the contrary, they semiotically combine, mold and are shaped by each other and harmonize in their discourses. There are indications that the analyzed videos can serve as paths for the intersemioses that give rise to resemiotizations and semantic expansions, despite the limited connections between the multiple representations. Based on the results presented in this investigation, the expectation is that other pedagogical, technological, artistic, cultural and social reflections are stimulated in educational environments to enhance the students' forms of expression in their interactions with different technologies.
In this research, I share my understanding of how online preservice mathematics teachers, from the Federal University of Pelotas, express mathematical content through digital videos. The setting for this investigation was a Linear Algebra course, in which these preservice teachers are protagonists of 13 video productions that are part of the Online Assessment and comprised the study‘s corpus for analysis. The qualitative approach helped me to understand the phenomena observed in the discipline scenario. The data sources in this investigation were the students‘ questionnaire responses and the video data. In particular, these videos became the central elements to answer the research question from the perspectives of the humans-with-media, film theory and multimodality theoretical frameworks. From these perspectives, the video analysis included observations of students‘ interactions with the technologies anchored in the humans-with-media construct, as well as film analysis theory to decompose its elements in an attempt to extend my perceptual register. Furthermore, I performed a multimodal analysis to understand how these video producers combined semiotic resources, based on their choices. The analysis of the videos suggests that their producers prioritized the use of mathematical technique, opted for different forms of presentation and used semiotic resources of language, mathematical symbolism and visual display to produce meanings in their speeches. This analysis also reveals that students relied on their references and on the elements that they elect as significant to express mathematical content that possibly permeates their school and academic lives. In these productions, I noticed that the media used by these students do not replace the others. On the contrary, they semiotically combine, mold and are shaped by each other and harmonize in their discourses. There are indications that the analyzed videos can serve as paths for the intersemioses that give rise to resemiotizations and semantic expansions, despite the limited connections between the multiple representations. Based on the results presented in this investigation, the expectation is that other pedagogical, technological, artistic, cultural and social reflections are stimulated in educational environments to enhance the students' forms of expression in their interactions with different technologies.
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Palavras-chave
Produção de vídeos, Seres-humanos-com-mídia, Fílmica, Multimodalidade, Multissemiótica, Video production, Human-with-media, Film, Multimodality, Multisemiotic