A videoanálise enquanto processo: da elaboração de um livro à análise de sua utilização em sala de aula e sua relação com o desenvolvimento de habilidades no ensino de Física

Abstract

In recent years, the TrackerBrasil research group has produced a large amount/variety of materials related to video analysis using the Tracker software. Such productions range from articles published in conference proceedings and academic journals to didactic sequences, videos, guided tours, and tutorials of various experiments. Realizing the diversity of materials, it became evident the need to build a product that would condense in an orderly way the experiences of more than ten years in an instrument that allows its use by several audiences and in different means, in this case, a book. In order to understand the situation and need for video analysis in educational environments, we conducted a survey in official documents and those of independent organizations (national and international) that showed the importance of inserting technologies in educational environments and how they impact the education of children, adolescents, and young people. There is a clear difference in the conduct of these processes in developed countries compared to less developed regions, such as Brazil, whose primary concern is teaching basic commands in specific programs. From the perspective of physics teaching, video analysis emerges as a relevant ally to educational practices since the analysis of video frames dialogues with several skills valued in the current context of education, permeating the use of technology, experimentation, remote teaching, and, if we look at basic education, the requirements of the BNCC and its skills and abilities. At the same time, video analysis generates a relevant impact since it can circumvent social differences in access to experiments, practices, and materials unavailable in less favored regions or whose professionals have training deficits. The dialogic-problematizing matrix was used for verification of the impacts of these processes, allowing a qualitative result analysis of the educational practices mediated by the book. We applied an experimental activity for high-school first-year students for a month; the activity used the video analysis process to analyze relevant situations, with students divided into groups of 5 to 6 members. For this, the book was made available, in digital format, as part of the guidance in developing activities. After carrying out the activity, a questionnaire was applied to understand better the impact of using the video analysis process on student learning. We verified that students adequately used Tracker, found the necessary equations, and interpreted the graphs generated, thus making it possible to conclude that the video analysis process can be inserted in the classroom, involving and improving several aspects of the student’s formation, such as collaborative work, decision-making, use of technology, development of experimental activities and data analysis. In this way, we proved that the video analysis process is an ally in developing diverse skills, allowing students to evolve within educational environments. Moreover, in this context, the book proved to be an essential tool for teachers and students whose objective is to deepen their knowledge and improve the techniques relevant to video analysis.