O uso de vídeos como recurso de ensino nas aulas de matemática: possibilidades, contribuições e transversalidade

Abstract

As formative agents, mathematics educators play a fundamental role in promoting critical mathematical learning. To achieve this, it's essential that they develop pedagogical practices aligned with a critical mathematics education perspective, valuing reflection and knowledge contextualization. In this sense, the use of videos in the classroom presents itself as a powerful didactic tool. These audiovisual resources facilitate the connection between mathematical concepts and socially relevant issues for students, fostering not only engagement but also a more comprehensive and contextualized understanding of the content, as they are integral to students' cultural and media landscape. One such theme aligns with urgent discussions regarding global climate and environmental changes. Given this, this study sought to answer the following research question: How does video, as a didactic resource proposed in Brazilian theses and dissertations, contribute to the practice of Mathematics teachers, considering a critical and transversal education related to 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 education related to sustainability for Basic Education students. Methodologically, the investigation has a qualitative approach and was based on a Systematic Literature Review. The retrieved works were analyzed using the Didactic Adequacy Criteria (CAD), a relevant tool for the planning, evaluation, and replanning of mathematics teaching and learning processes. These criteria are implicitly mobilized by teachers when justifying their practices. The analyses carried out using the CAD were triangulated with discussions on critical mathematics education by Skovsmose, Freire's conceptions of Education, the taxonomic proposal of videos presented by Ferrés (1996), and the researcher's subjectivity. The results presented suggest that, on one hand, the production and use of videos in Mathematics classes have increased; however, on the other hand, teachers show a lack of clarity in defining criteria for the selection of videos as a didactic resource, even if they are aware of the potential of their use.