Um estudo sobre a construção de histórias em quadrinhos para o ensino de Matemática por alunos do PIBID da UFRPE.

Abstract

This paper aims to analyze how PIBID scholars understand how Comics (Comic Books) as a resource for teaching Mathematics, after participating in a mini-course aimed at their teacher training on this topic. An approach was performed, in the remote format, taught by the participants of the Neuromathematics group. As a theoretical framework, we follow some contextualizations for the teaching of Mathematics such as: social practices; internal articulations to mathematics; history of mathematics and links with other areas of knowledge. The research is qualitative, based on the “Cycle of Workshops - PIBID MATHEMATICS IN FOCUS” carried out by the coordination of the Mathematics course. The methodology takes place through a questionnaire on the knowledge of participants in the mini-course about comics, carried out on Google Forms, followed by the mini-course carried out on the Google Meet platform, which took place in two moments. The first one discussed the importance of comics involving different types of contexts and the presentation of the digital tool, Pixton, for the creation of comics; in the second moment, the participants brought their Pixton-produced comics. The results were referenced to the data collection of the questionnaire, the participants' productions and applied by the scholarship holders in the participating school of the program, using didactic sequences respecting the skills of the Common National Curriculum Base (BNCC).