Histórias em Quadrinhos e o uso de smartphones nas aulas de Matemática: uma proposta, várias possibilidades!

Abstract

This research aimed to analyze the expression of knowledge about spatiality and location from a process involving the production of comics, investigative activities and the use of smartphones. Bearing in mind that the focus of this investigation came from understanding the question of reading - interpretation - production of texts of / in Mathematics, we structured the study by turning to the student audience with the purpose of observing their relationship with texts of / in Mathematics. Our data production took place at a Municipal School in Campo Grande, Mato Grosso do Sul, Brazil, in a class of 6th year grade of elementary school, with videos being produced from the recording of smartphone screens, artistic drawings and comic strip productions. To analyze the data produced, we based on the Activity Theory, following the perspective of Engeström (2001; 2016; 2020), Daniels (2011), Souto (2013; 2014), and their peers. This research is of a qualitative nature. From the analyzes we noticed in the initial meetings (# 1 and # 2) movements of the type expansive transformations, however the final meetings (# 3 and # 4) made us reflect in several ways for not having continued the movements of transformation and expansion seen in the first moments of data production. Therefore, we do not see an expansive transformation in this analysis. Regarding our reflections, we thought about the number of meetings proposed to have been insufficient, especially in relation to one of the students analyzed. Furthermore, the development of group work, especially in the discipline of Mathematics, was important since it was seen as difficult, those who develop a certain mastery over can generate a certain selfishness in sharing knowledge. The tendency of the students' search for being inserted in the school system in which they are part, searching for means and indications that would allow them to understand what was required with the launch of the proposals, as well as what was expected as a result of the product, we believe in order to receive positive stimuli and, in some way, acceptance by the community of teachers and researchers present, it ended up being points of evident tensions between community and subjects, even the community bypassing the questions and not confronting them. In addition, we realize that the common sense that young people have a great command of technologies is not necessarily a reality. In the analysis of the productions and screen recordings, we noticed at different times tension between the subjects of the research and the artifacts, which oscillated between the manipulation of smartphones and the use of the applications indicated for the meetings, Canva and Google Maps. We conclude that this knowledge, popularly disseminated, is destined to the development of their own interests, which when compared to other areas that are of little interest to them, but that are important both for intellectual development and for employment in their daily lives, do not have mastery, they encounter obstacles that they become difficulties and they can tend to conflicting situations leading to the abandonment of manipulation. Still reflecting on the little understanding about maps, we have included this form within the forms of reading - interpretation of texts necessary developments in Mathematics, since they may be inserted in larger contexts of mathematical content, in this perspective the ways found to approach the content of spatial location - reference system, in the didactic materials are insufficient when not outdated to the current context of individuals who are of school age, more specifically of those who have this subject to be developed in their curriculum.