Produção de histórias em quadrinhos no ensino de fração

Abstract

The theme “PRODUCTION OF COMIC BOOKS IN TEACHING FRACTIONS” was chosen due to the recurring difficulty of 6th grade elementary school students in appropriating the concept of fraction, which is often seen as abstract and uninteresting. This approach used the production of comic books as a pedagogical resource in the teaching and study of fractions, aiming to assist in the understanding and involvement of students in the process of internalizing this mathematical content. The research problem delimited was: How can the production of comic books contribute to the teaching of fractions in a 6th grade elementary school class? Thus, the general objective was to analyze how the production of comic books can contribute to the teaching of fractions in a 6th grade elementary school class. The target audience was 30 6th grade students in the final years of elementary school at a state school located in the Vergel neighborhood in the city of Maceió in Alagoas. The research used participant observation and the data collection instruments used were questionnaires to assess students' understanding of fractions and field diaries to record the researcher's observations and reflections during the process. These instruments allowed for both a quantitative and qualitative approach to the information collected. Analysis of the data collected during the research allows us to conclude that the use of comic books (HQs) in teaching fractions promoted greater student involvement and interest in the content, which can be approached and understood in a more contextualized way. Observations and records made during classes revealed that the HQs facilitated collaborative discussions and the connection between mathematical concepts and personal experiences, with small advances in the appropriation of the concept at each stage of the research. However, considerable gaps in learning were identified: students had difficulty articulating verbal, visual and textual language, with limitations in writing (grammar, spelling and textual structure), analysis and synthesis of information and in creating coherent dialogues, impacting the clear communication of concepts. Furthermore, there was little creativity in the narratives, with repeated themes such as "pizza", revealing the reduction in the repertoire and possibilities for education and development to which students from the lower classes are subjected. Therefore, the research reveals the reduction in initial education in general, the emptying of the curriculum, which directly impacts the appropriation of more complex mathematical knowledge, representing a barrier to the formation of conceptual thinking. It is concluded that, although comics have educational potential, it is necessary to guarantee the right of access, to the working class, to an education rich in content and promoting development from the earliest age, through the appreciation of teachers and public schools.