Hist?rias em quadrinhos em contexto matem?tico: uma proposta para o ensino de tri?ngulos ? luz da teoria dos registros de representa??o semi?tica

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A presente pesquisa foi desenvolvida numa abordagem qualitativa, caracterizando-se como do tipo pesquisa??o. Nosso objetivo foi investigar as possibilidades e implica??es de atua??o com Hist?rias em Quadrinhos no ensino da Matem?tica, valendo-se da Teoria dos Registros de Representa??o Semi?tica para a elabora??o de um material que auxilie os processos de ensino e de aprendizagem no que tange ao estudo de Tri?ngulos. O uso do g?nero textual HQ promove uma intera??o entre a linguagem matem?tica e a l?ngua materna, articula??o que se mostra muito frut?fera e que aos poucos vem se consolidando por meio de pesquisas. Por se tratar de um mestrado profissional, elaboramos um Produto Educacional que foi balizado pela Teoria dos Registros de Representa??o Semi?tica (TRRS) de Raymond Duval e tem por foco o ensino de Tri?ngulos para o 8o ano do Ensino Fundamental. Fundamentamos nossas a??es em Calazans (2004) e Vergueiro (2005) que discutem a utiliza??o de HQ na sala de aula, bem como em Bazerman (2011) e Marcuschi (2008) que tratam dos g?neros textuais e, ainda, nas experi?ncias de Tonon (2008), Pereira (2010) e Moraes (2009) com a utiliza??o de HQ no Ensino da Matem?tica. Reportamo-nos a Machado (2011) que trata da impregna??o m?tua entre a Matem?tica e a L?ngua Materna, bem como autores que versam sobre linguagem Matem?tica, textos matem?ticos e a import?ncia da leitura e da escrita para a aprendizagem matem?tica. A pesquisa foi realizada em uma escola da rede particular de ensino na cidade de Natal/RN. Utilizamos como instrumentos de coleta de dados, question?rios, aplicados a professores e alunos, a observa??o participante e, ainda, as produ??es escritas dos alunos. Realizamos um teste piloto e solicitamos a professores de Matem?tica, de L?ngua Portuguesa e Pedagogia que fizessem uma an?lise da HQ, a fim de coletarmos informa??es que contribu?ssem para a melhoria do material. Finalizado o produto educacional, realizamos a aplica??o do material ao nosso p?blico alvo, alunos de 8? ano do Ensino Fundamental. A an?lise dos dados obtidos foi realizada segundo a An?lise de Conte?do de Bardin (2016). A partir da an?lise desses dados, pudemos constatar a efic?cia do material produzido, comprovando, atrav?s das produ??es dos alunos, que houve efetiva aprendizagem e que, de fato, as aulas se tornaram mais din?micas, facilitando todo o processo.
This survey has been developed in a qualitative approach, been characterized as an action research type. Our goal is to investigate the possibilities and implications of using Comic Books in the teaching of Mathematics, by applying the Semiotic Representation Records Theory for the production of a material that helps the teaching and learning processes in relation to the triangles? study. The use of Comic Books textual discourse genre promotes an interaction between the mathematical language and the mother tongue, articulation that has proven to be very fruitful and which has gradually consolidated itself throughout researches. Since it is a professional Master's, we developed an Educational Product that was measured by the Semiotic Representation Records Theory (TRRS) of Raymond Duval and it focus on the teaching of triangles for the 8th grade of Elementary School. We base our research on Calazans (2004) and Vergueiro (2005) who discuss the use of Comic Books in the classroom, as well as on Bazerman (2011) and Marcuschi (2008) who deal with the text genres and, yet, on the experiences of Tonon (2008), Pereira (2010) and Moraes (2009) with the use of Comic Books in the teaching of Mathematics. We also refer to Machado (2011), who deals with the mutual permeation between Mathematics and the Mother Tongue, as well as authors who discuss about the language of Mathematics, mathematical texts and the importance of reading and writing to learn Mathematics. The survey was conducted in a privite school in the city of Natal/RN. We used questionnaires, applied to teachers and students, participant observation and students? written productions as data collecting instruments. We performed a pilot test in which we asked the teachers of Mathematics, Portuguese Language and Education to make an analysis on the Comic Book in order to collect information that could contribute to the improvement of the material. By the end of the educational product output, we guided the application of the material to our target audience, students from 8th grade of Elementary School. The obtained data analysis was performed according to the Bardin Content Analysis (2016). According to the analysed data we were able to verify the effectiveness of the material production, proving, throughout the students' productions, that there were effectiveness and that, in fact, the classes have become more dynamic, which makes the whole process easier.