Utilizando Sequências de cenas do suspense cinematográfico como Suporte para a construção do conhecimento lógico-matemático dos estudantes de licenciatura em computação – campus Santo Amaro

Abstract

This thesis aims to analyze sequences of film scenes from the thriller, with the potential to aid in the learning of algebraic concepts and the development of logical and mathematical reasoning among ten first-semester students of the Computer Science undergraduate program at IFBA, Santo Amaro campus, Bahia. Using seven sequences of scenes from thriller films, we proposed logic and mathematics activities that relate to the ideas of great film directors such as Alfred Hitchcock, film scholars such as Jacques Aumont and Cristian Mertz, educational theorists such as Piaget and Vygotsky, and semiology theorists such as Charles Peirce. Upon arriving at the Computer Science undergraduate program at IFBA, Santo Amaro campus, Bahia, these students present gaps in their prior knowledge of logic and basic mathematics that are needed to understand the content of the Mathematical Logic course. Using Guy Brousseau's Theory of Didactic Situations and contributions from Michelle Artigue, a teaching sequence was created with four didactic phases. The first phase included the presentation of diagnostic tests, the proposal of which is part of the campus's Pedagogical Course Project. Laurence Bardin's content analysis was used to analyze the activities. In the second phase, the questions analyzed were taken from textbooks or online problems. The third phase, a preliminary assessment of students' knowledge, indicated a lack of logical and mathematical skills in their written records. In the third phase, intervention, students completed activities involving sequences of scenes from thriller films. In the final phase, the records of the activities carried out by the students showed that logic and mathematics questions, combined with the context of suspense film scenes, function as a learning reinforcement, stimulating mathematical reasoning, playful challenge, cognitive development, and creativity. The results suggest that, after validation of the activities by professionals with extensive experience in public education, the use of suspense film scenes, when welledited, is suitable for teaching and learning Logic and Mathematics.