Anos iniciais em foco: desafios e possibilidades da utilização do vídeo didático no processo de ensino de Geometria

Abstract

This study aims to analyze the potential of the use of didactic videos by teachers in the teaching of geometry in the early years of elementary education. The investigation was carried out with teachers from the public network of 15 Brazilian states. The methodology of qualitative approach of the research-action type was used. The research was developed in two stages: 1) Offering an introductory course to the videos edition for teachers of the early years in the distance learning modality, during which the teachers produced a video on Geometry whose content was chosen by the participants themselves. 2) Application of the videos by teachers in class with their students. The data collection of the research was done through narratives of the participating teachers, the registration form and the tasks performed during the course. To analyze the data, we opted for Bardin's Content Analysis (2016). The concepts of Ferrés (1996), Kenski (2007, 2013), Borba; Scucuglia; Gadanidis (2018) and Moran (1995, 2007, 2009) were used in the Technology area; Fainguelernt (1996, 1999), Nacarato (2002) and Lorenzato (1995) in Geometry. The results show that the use of didactic video in the classroom in the teaching of Geometry, allowed students to understand the content worked, making the classes more dynamic and arousing their interest. In addition, the videos produced by the teachers had diversified content chosen by themselves, always focusing on the teaching of geometry in the early years.