Banca de QUALIFICAÇÃO: LUÍS FERNANDO MESQUITA DE LIMA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LUÍS FERNANDO MESQUITA DE LIMA
DATE: 10/03/2025
TIME: 14:00
LOCAL: https://meet.google.com/eae-amnz-uze
TITLE:

The use of videos as a teaching resource in mathematics classes: possibilities, contributions, and transversality

KEY WORDS:

Videos in Mathematics Classes; Systematic Literature Review; Sustainability in Mathematics Classes; Didactic Suitability Criteria

PAGES: 154
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Mathematics, as a language of power, is present everywhere, and we, as citizens, need to be aware of its misuse (intentional or not); that is, we must be critical of it. As educators, Mathematics teachers can contribute in this regard by mediating lessons aligned with a critical mathematical education. Videos are one of the tools that can support this approach, as they have the potential to relate Mathematics to relevant topics in students’ social daily lives while also being a part of that same daily life. One of these topics falls within the urgent discussions on the emergency of global climate and environmental changes. In this context, this study aimed to answer the following research question: how do videos, as a didactic resource proposed in Brazilian theses and dissertations, contribute to Mathematics teachers’ practices, considering a critical and transversal education on sustainability for Basic Education students? Thus, our objective was to analyze whether the videos proposed as didactic resources in Brazilian theses and dissertations consider a critical and transversal approach to sustainability for Basic Education students. Methodologically, this research follows a qualitative approach and is based on a Systematic Literature Review. The selected works were analyzed using the Didactic Suitability Criteria (CAD), a relevant tool for planning, evaluating, and rethinking the teaching and learning processes of Mathematics (Godino, 2013; Breda, Font, Lima, 2015), which teachers implicitly mobilize when justifying their practices (Breda, 2016). The analyses conducted through CAD were triangulated with discussions on Skovsmose’s (2001; 2021a) critical mathematics education, Freire’s (2001; 2022a; 2022b; 2023) conceptions of education, Ferrés (1996) taxonomic proposal for videos, and the researcher's subjectivity. The preliminary results suggest that, on the one hand, the production and use of videos in Mathematics classes have increased. On the other hand, teachers struggle to define clear criteria for selecting videos as didactic resources, even though they are aware of their potential use.

COMMITTEE MEMBERS:
Presidente - 3315007 - LILIANE DOS SANTOS GUTIERRE
Externa ao Programa - 2527364 - MARTA FIGUEREDO DOS ANJOS - UFRNExterna à Instituição - ADRIANA BREDA - UB
Externo à Instituição - DOUGLAS DA SILVA TINTI - UFOP