Luz, câmera, giz, sala de aula: ação!: uma investigação sobre a contribuição dos filmes na formação inicial dos professores de matemática

Abstract

The films can go much further than a form of leisure. They do not need to lose their relaxing character, but we can use them with some other well-defined goals. All the films feature some sort of teaching and our goal is to not let these messages stay lost for whom watch them. It creates an environment for discussion and consolidation of what has been watching, that is the way we found to highlight these teachings. We have chosen for our research, the movies that portray everyday situations of professor inserted in the school environment and decided to display them to teachers in initial formation. In order to observe what the contributions that these movies have to add in the formation of students. The research was done at a public University in the city of Rio de Janeiro and for each activity we choose a film. That we believed to bring good thoughts on the conceptions of a teacher in their school environment. So, invite the students to saying their conceptions of determined and theme, before showing the movie to then display it and then resume discussions. To structure our research, we use the ideas of Donald Schön when he defends the professional formation, because we believe that movies are an excellent driver for this reflection between theory and practice that could approach them. Understanding how the images could achieve a viewer, we rely on some researchers like Rosalia Duarte, Adriana Fresquet, Miguel Arroyo, among others. In General, these researchers believe in educating through movie images and some still stand out the possibilities that these films have been used specifically in the initial training of teachers, though it always emphasizing that there is no research in academic level that could vouch for the consequences of its use. As a way to analyze the data obtained, we use content analysis of Laurence Bardin as a way to understand what effects films have on teachers. For each activity, we use a category of content Analysis, once the activities have not always had the same structure.