Caminhos para produção de significados por meio de representações semióticas e do dialogismo em aulas de cônicas

Abstract

The present work presents the results of a research whose general objective is to investigate the understanding of the content of conics, in its varied representation registers, through discursive interactions in remote classes. In order to reach our objective, we are anchored in researchers such as Saussure, Frege, Peirce and Raymond Duval, in the understanding of Semiotics, the Theory of Semiotic Representation Registers and some elements about the conditions in which learning in Mathematics takes place; in Gómez-Granell and Almeida with reflections on mathematical language and meaning production in Mathematics classes; And with regard to dialogism, the assumptions are those of Bakhtin, among other authors who collaborated for the understanding of the concepts used. Our investigation is characterized as a qualitative research, carried out in a group of 29 students of the 3rd year of Technical Education Integrated to the Medium, of the Federal Institute of Education, Science and Technology of Paraíba, Campina Grande campus, in a period of emergency remote teaching, resulting from the COVID-19 pandemic. Data were collected through recordings of classes on conics, taught during the 4th two-month period of this group, together with the material produced by their teacher and the answers referring to the evaluation of the content, produced by the students. From this scenario, and from the authors with whom the research dialogued, we analyzed the results, seeking possible relationships between the aspects of the Theory of Semiotic Representation Registers and the understanding of utterances in concrete communication situations, through production and articulations enunciative statements using Dialogic Discourse Analysis. The results showed us that, in relation to the mobilization of conic representation records, the vast majority of students were able to convert between ellipse and parabola records in a conversion direction, achieving satisfactory results in the evaluative instrument, while the minority managed to perform the conversion between the registers of the hyperbola in both directions, not reaching the integrative understanding of this representation and that the students who were willing to represent the conics graphically, as an auxiliary representation, had better results in the algebraic treatments. Regarding discursive interaction situations, the results show us that these, and even silences, can contribute or limit the learning of conics content in remote classes, depending on whether they are well directed and encouraged or when absent or restrictive, being of fundamental importance the teacher’s guidance to achieve the objectives defined for the content and enable better results in the mobilization of records of semiotic representation of conics.