Contribuições da produção de vídeos didáticos de trigonometria para a formação de professores de matemática

Abstract

This teaching-research aims to identify the contributions to the training of mathematics teachers by adopting the production of didactic videos with undergraduate students. The data were produced from a study group with students of a degree course in Mathematics at a university in the interior of Ceará. Over the course of 12 weeks, weekly meetings were held remotely, in which there was training for teaching trigonometry and for the production of didactic videos. Students were grouped into teams and, from the perspective of group cinema and the formation of thinking collectives according to Marcelo Borba and Pierre Lévy, produced five didactic videos on trigonometry topics covered in Basic Education. The closure of the study group took place with the exhibition of the productions among the participants. In the following weeks, individual reflective interviews were carried out with each of the 19 students who completed the study group activities. These interviews were analyzed according to Laurence Bardin's Categorical Content Analysis, with videos, the researcher's field diary and other information produced throughout the process playing a complementary role in the interpretation. The analysis indicates relevant contributions to the training of mathematics teachers brought about by the various stages of the video production process carried out jointly by professors and trainers. In particular, the following stand out: (a) the video production process as a tool for learning content in the Mathematics degree course; (b) the feasibility of adopting this process also in Basic Education and its potential as a tool for teaching Mathematics; (c) the production of videos as a teacher training tool; (d) the production of Mathematics didactic videos as a means for personal growth and for acting in society. However, as a prerequisite, training of the trainer is required for the production of videos with students. The analysis of the data produced also shows that training with the production of Mathematics videos is capable of promoting an education of the sensitive, in the perspective of João Francisco Duarte Júnior. The process of producing didactic videos proved to be a way for teachers in training – undergraduates and trainers – to broaden their views regarding the professional and personal constitution of teachers who teach mathematics, considering not only the aspects of content and teaching, as well as the influence of the local culture in the teaching and learning process.