Planejamento da prática pedagógica utilizando o vídeo como recurso didático no ensino de matemática

Abstract

The appearence of new technologies in the educational context has aroused new ways of learning and aggregating the knowledge, producing reflections related to the didactic and methodological possibilities of the use of technological resources in the teaching and learning process. Among these technologies, the video, due to the form of disposition and presentation of the contents and the awakening of the imagination, has become an important tool that has gained relevance in Mathematics Education. The use of this resource requires the teacher, besides having knowledge and critical analysis of its content, planning to delineate the moment and the way of use in its practice. Therefore, this research proposes the development of a methodology that assists Mathematics teachers in the planning of pedagogical practice with video. The objective of this study was to verify how the Mathematics teacher organizes the practice with the video, paying attention to its pedagogical purpose; to identify the difficulties encountered by teachers regarding didactic video in the pedagogical practice; to contribute to the formation of Mathematics professors through the offer of courses. With such objectives, we seek to answer the following question: How has the Mathematics teacher planned the pedagogical practice with the didactic video in the classroom? The product of this methodology is a proposal for a lesson plan, with a pedagogical and technical approach to the media. Due to the characteristics and objectives of the research, qualitative and quantitative exploratory approaches were adopted, both based on two case studies: the first, seeking to empower the teacher of Mathematics in the use of videos in his practice, offered to professors, from several Brazilian locations, of different levels of education, an extension course; the second, from which it was possible to delineate the objectives of the research. As a conclusion of the research, non-contributions were described. Contributions: optimization of the time for the planning of the practices using the videos; knowledge of the pedagogical and technical aspects of the media; adequate use of the audiovisual resource in the educational process of teaching mathematics; promotion of the use of videos in Mathematics classes; security in selecting the subject to be approached, based on curricular guidelines and using media resources. No contributions: absence of laboratory and equipment (when existing, without conditions of use); selection of dynamics that contribute to the students' attention; difficulty in the handling of technological tools of the methodology proposed before the analysis of the questionnaires and the plans.