Entre jogos e narrativas - um possível cenário para investigação em sala de aula de Matemática do 7º ano

Abstract

This work, developed within the scope of the Professional Master's Degree of the Graduate Program in Science and Mathematics Teaching at the Federal University of Uberlândia (PPGECM/UFU), aimed to investigate the use of the Narrative Notebook in Mathematics classes of the seventh year of Elementary School. The research was guided by the following question: How can the narrative notebook and digital games, in the context of seventh-grade Mathematics classes, contribute to the development of students' critical thinking? The research took a qualitative approach, approaching a case study, in which pedagogical activities carried out over a semester were developed and analyzed The activities had as their axis the production of narratives by the students, recorded in a Narrative Notebook. From this proposal, a scrapbook was created, which is configured as an Educational Product of the professional master's degree. This material, as well as the activities developed within the scope of the research, was prepared with guidelines for the teacher and proposals that articulate mathematical content of the 7th grade curriculum, narratives and problematizations related to social, economic and consumer issues, inspired by the principles of Critical Mathematics Education. The results indicate that the articulation between digital games and narratives favored greater student engagement, increased participation in classes and enabled the understanding of mathematical content beyond the application of formulas. The narrative productions showed evidence of the development of critical thinking, manifested through reflections on consumption, quality of life, financial planning and relations between the virtual world and social reality. In addition, the elaboration of the scrapbook can generate a powerful resource to promote authorship, listening and monitoring of learning processes, configuring itself as a viable and replicable strategy for Basic Education teachers interested in more investigative, dialogical and contextualized pedagogical practices.