Um estudo sobre o olhar discente acerca das aulas de matemática durante a pandemia da Covid-19 em uma escola da rede privada da Serra Gaúcha

Abstract

The present study had as its research question "How did student practices occur, in 7th year classes of Elementary School, in the subject of Mathematics, at a private school in Serra Gaúcha, in the years 2020 and 2021, resulting from the resizing of pedagogical practices in the context of the Covid-19 pandemic?". The theoretical framework constructed considered data relating to the Covid-19 pandemic, related to laws and terminologies recommended to define classes during this period, which required necessary changes in the educational context. It also considered concepts about pedagogical practices in the digital culture scenario, highlighting the particularities of teaching in the context of the Covid-19 pandemic linked to some concepts from Vygotskian theory, as well as some aspects of the nature of Mathematics. In order to generate research data, a focus group was held with students in the 7th year of elementary school at a private school in Serra Gaúcha. The research corpus was made up of the narratives of students who participated in focus groups aged between 12 and 13 who were in the 7th year of Elementary School at that school, in the year 2022 and was analyzed using Discursive Textual Analysis. The following emerging categories were identified from this process: Pedagogical Communication; Progress of Mathematics classes; and Reported difficulties. The results indicate that the pedagogical communication carried out during the period of remote and hybrid classes was not enough to develop learning, despite the teachers' efforts to do so. In this sense, we recognize the importance of giving new meaning to the use of digital resources in educational processes, thinking of them as elements that can contribute to the learning process, as long as they are linked to the mediation of teachers with the ability to help students give meaning to the activities carried out through these resources. The importance of activities and assessment instruments being proposed in a way that seeks to understand students' understandings are discussed to identify gaps and reorganize educational practices. It is possible to conclude, from the students' perspective, that the insertion of hybrid practices, with the use of digital resources, lacks adequate mediation so that they can trigger learning processes. Finally the importance of considering the particularities of Mathematics and its nature is highlighted to create teaching practices for its teaching. [resumo fornecido pelo autor]