A produção de vídeo estudantil como ação pedagógica na educação matemática com alunos do 5º ano

Abstract

This research focuses on Student Video Production associated with the discipline of mathematics in a 5th grade class at the Doutor Joaquim Assumpção public school, located in the center of the city of Pelotas/RS. It is characterized by qualitative research, of a research-teaching nature, which aims to show how much the use of technologies can contribute to the teaching process at school, especially after eighteen months of the Covid-19 Pandemic. For two years, the pandemic brought significant changes to the educational process and one of the only resources to reach students was through videos produced by teachers, students or education professionals. This investigative work enabled the production of mathematical videos with the class, adapting this resource to the act of teaching, aiming at the teaching-learning of the contents and presenting them in a more playful way. The research aimed to investigate how student videos can contribute to streamline the teaching of mathematics in the 5th grade. Data collection involved the following instruments: questionnaire, researcher's observations and video productions. During the content analysis (Bardin, 1997), four categories emerged: collaborative / interaction, learning, empathy and technology. It appears that the use of Student Video Production is still something relatively new at school. However, the active incorporation of this practice strengthens social relationships, promotes empathy, responsibility, respect and inclusion, diversifies knowledge, encourages new learning and allows for greater approximation between the people involved in the process.