Filmes cinematográficos e aprendizagem significativa em matemática: implementação de uma intervenção pedagógica com alunos do sétimo ano

Abstract

The aim of this research was to analyze the contributions and challenges of creating and aplying a pedagogical intervention in the 7th grade of elementary school. We used the movie "Hidden Figures" as a didatic tool to improve meaningful learning in mathematics. To realize the intervention, we used a study sequence including: a) a motivational activity envolving transversal themes and mathematics; b) "Hidden Figures" movie exhibition; c) debate about the movie subjects; and d) an ending activy. This is a qualitative research , of the pedagogical intervention type. Data was collected by field jornal (film footage, audio and notes), documentary records of teaching squences (activity lists and quizz) and protocols of participants answers. Data analysis was made following procedures described by Bardin (1977). The collected data pointed out as challenges for the elaboration of the teaching sequence the criterion of selection of the film, the need for immersion in the cinematographic language and the elaboration of activities articulated to the themes of the film and the adaptation to the regulation of the school. The possibility of creating meanings for non-routine contexts and the expansion of didactic tools for the researcher teacher were identified as contributions of the elaboration. In the stage of implementation of the teaching sequence, it was verified as challenges the adequacy of the physical space for the exhibition of the film and the time of the activity. As benefits were identified the students' predisposition to the activity, evidence of attribution of new meanings to the subsumers: women in science, racial segregation and equations. And the possibility of working with a film genre that is unusual for the seventh grade students. We expect that the results of this research serve as a basis to future intervations using movies in mathematics teaching, and, the teaching sequence propose to be used by other mathematics teachers.