Video classes in the context of PROEJA students

Abstract

This paper presents an excerpt of a Master's research work in Mathematical Education developed at the Federal University of Pelotas (UFPel) in the line of research emphasizing Technologies and Mathematical Education. The study investigated how the use of video lessons addressing Mathematics content can contribute to the learning of students attending the program Youth and Adult Education (EJA) in a PROEJA class at one of the Federal Institute Centers in the city of Pelotas, RS. The research followed an action-research-type qualitative approach. Data collection was carried out through a questionnaire and semi-structured interviews with the research subjects. Bardin's Content Analysis (2016) was used to examine the data collected, which resulted in four categories: the teacher's reflection on the use of video classes; the teacher's professional satisfaction of teaching at EJA; the students' reports about their school experiences and the opinion of PROEJA students about the use of video classes.

Keywords

• video lessons
• teaching practice
• youth and adult education