Estudo exploratório sobre a produção de vídeo com Resolução de Problemase do papel da Educação Matemática Crítica

Abstract

This article presents an exploratory study on the activity of video production through the teaching-learning-evaluation methodology of Mathematics, through Problem Solving (PS), taking into account the precepts of Critical Mathematics Education (CME). The study was carried out through a pedagogical intervention with students in the 1st grader of Novo Ensino Médio at the Colégio Estadual de Cascavel, municipality of Ibicoara/BA, based on dialogues between the bibliographical references available on the subject, with a view to answering to the question research: how does the video production activity fit into the Problem Solving methodology and what are the approaches to Critical Mathematics Education? To this end, the objective was to interpret the video production activity developed based on the teaching-learning-assessment methodology in Mathematics, through PS, and in the light of CME. To analyze and process the data, content analysis was used, through which four categories of analysis emerged: (1) video production in the teaching-learning-evaluation methodology in Mathematics through PS; (2) the video as a response to the generating problem; (3) the role of Critical Mathematics Education in video production; and (4) digital natives and digital technologies. The results indicate that the aforementioned methodology provides theoretical and practical support and favors the activity of video production in Mathematics classes, in addition to being a counterpoint to the exercise paradigm and the power language of Mathematics.