O podcast no processo de ensino-aprendizagem de Jovens e Adultos na Educação Matemática

Abstract

The research deals with Digital Communication and Information Technologies (DICTs) to be inserted as support in the teaching-learning3 process in math classes, especially the podcast. When considering learning problems, especially when it comes to the subject of mathematics, where students have difficulties assimilating the content, we affirm the need to use different methodologies to stimulate learning. In view of this, the guiding question of the research is: what educational possibilities does the podcast, as a didactic technology, present to promote the teaching-learning process in Mathematics for high school students in the Youth and Adult Education (EJA) modality? The aim was therefore to find evidence of whether the podcast, as a didactic technology, has the potential to promote the learning of students in the EJA high school modality. With a view to the needs of the public who attend the EJA, to contextualize content to be worked on in school subjects to their experiences, it was proposed to develop activities with high school students considering the transversality of Mathematics with contemporary themes - Environmental Education. A field study was carried out with participant observation in a state school in Uberlândia, systematizing activities in a didactic sequence with eight meetings/classes. Questionnaires were administered to the students and semi-structured interviews were conducted with the teacher and supervisor of the participating class. In addition, two interviews were conducted with scholars on the subject of 'TDICs'. Documentary analysis was carried out on the BNCC, the PCNs, the High School Course Plan of the State of Minas Gerais and the Political Pedagogical Project (PPP) of the school where the research was carried out. From the results of the analysis, it can be inferred that the podcast is a digital audio technology that promotes interactions, dialogicity, communication between people and, consequently, the dissemination of knowledge. It is also considered that it corroborates access to diverse empirical and scientific knowledge; therefore, it can be a resource with high power for learning mathematical content in a transversal way to Environmental Education, as it can lead to dynamism among learners and contribute to student autonomy, especially in the EJA. This conclusion was reached because the results of the analysis showed that, even with some initial difficulties on the part of the students in carrying out tasks with podcasts, there was evidence of learning and development on the part of these subjects. In addition, it was possible to arrive at the following considerations: there is little research that addresses the teaching- learning of mathematics with the insertion of DICTs in the EJA - especially the podcast, which calls for further research on the subject. When looking at the profile of the students included in the participant observation, it was concluded that their digital culture, their knowledge and certain skills allowed them to develop their listening skills and create podcasts on their cell phones, although they still had difficulties that were overcome through welcoming, dialog, promoting interaction and interactivity, etc. It can be summarized that working with contemporary themes in mathematics teaching-learning in the EJA is significant as it promotes links to the context of life. In addition, the use of podcasts in math classes has shown that listening to audios contributes to learning, since students can review the content as many times as they want and this was done in the research, which helped them to understand forms of mathematical resolution; moreover, the production of podcasts enabled communication between peers and contributed to the development of students' creativity. There was evidence of learning reported by the participants themselves; the students said they had assimilated the content, both mathematical and environmental education concepts.