Narrativas de estudantes sobre a experiência da produção de conteúdos audiovisuais em geometria espacial

Abstract

Given the difficulties faced by high school students in learning the concepts of Spatial Geometry, especially regarding the area and volume measurements of three-dimensional solids, this research has the following guiding question: How can the production of audiovisual content contribute to the learning of Spatial Geometry concepts, with an emphasis on the area and volume measurements of three-dimensional solids, among 2nd-year high school students from a state public school located in the municipality of Rio Largo-AL? The general objective is to analyze the narratives of 2nd-year high school students about their experience producing audiovisual content focused on Spatial Geometry, with an emphasis on the area and volume measurements of three-dimensional solids, with the specific objectives of investigating how the original production of audiovisual content favors the learning of area and volume concepts in three-dimensional solids; and interpreting, in the students’ narratives, the meanings attributed to the experience of producing audiovisual content in the context of Spatial Geometry. This study aimed to develop a didactic sequence that integrates audiovisual production as a methodological strategy for teaching Spatial Geometry. The research is characterized as qualitative, with a narrative approach, and was conducted in a full-time public school. Participants were 2nd-year high school students, whose narratives were analyzed based on data produced through a semi-structured questionnaire, observations, and audiovisual recordings of the activities. The analysis process was based on the Thematic Analysis proposed by Braun and Clarke (2006), allowing the identification of patterns of meaning in the participants’ experiences. The results show that video production proved to be a relevant pedagogical strategy for learning Spatial Geometry, favoring the visualization of concepts, the contextualization of content, and the construction of meaning. The study observed a strengthening of collaborative work, intellectual autonomy, and communication skills among students, who began to express mathematical ideas through different languages – verbal, visual, and symbolic. The narratives indicate that the use of audiovisual media sparked interest, curiosity, and engagement, contributing to a more dynamic, meaningful learning experience closer to the students’ daily lives. Furthermore, the experience enabled the overcoming of initial difficulties, such as shyness in front of the camera and technical limitations in video production, transforming these challenges into opportunities for learning and cooperation. It was also observed that students began to recognize Spatial Geometry as part of their daily lives, re-signifying their relationship with Mathematics and understanding it as a living and meaningful language. It is concluded that the integration of audiovisual resources into the teaching of Spatial Geometry constitutes an effective strategy to promote student engagement and protagonism, by articulating theory and practice in a contextualized and interdisciplinary way. As a contribution, the educational product Geometry in Action systematizes this proposal, offering resources so that teachers can incorporate audiovisual media as an innovative methodological tool in the teaching of threedimensional solids.