Explorando o Scratch como ferramenta de aprendizagem no ensino das equações polinomiais do segundo grau no ambiente escolar indígena Potiguara da Paraíba

Abstract

Throughout history, the 2nd degree polynomial function has been studied and applied in several areas of knowledge. From ancient Greece to the present day, it plays a key role in understanding and solving everyday problems such as Physics, Economics and Engineering. Its teaching and learning process is still the subject of discussions among researchers and teachers around the world. To minimize difficulties in their learning, it is important to adopt varied pedagogical approaches, including the use of technologies such as simulation softwares, creation of games, applications and online interactive resources. These tools assist students in visualization and experimentation, facilitating understanding and making learning more engaging. The present work aimed to investigate the teaching-learning process of second degree polynomial equations using the Scratch programming language as a learning tool in a Potiguara indigenous school, located in the municipality of Rio Tinto/PB. The methodology adopted was qualitative and exploratory, using case study research and participant research as technical procedures. The research was carried out with students in the 1st year of high school at an indigenous state school, located in the village of Jaraguá, in the municipality of Rio Tinto/PB. The study was conducted in three stages, with the participation of 7 students in the first, 9 in the second and 7 again in the third and last stage. The instruments used for data collection were 3 questionnaires, with an initial survey questionnaire being applied to assess the students' level of knowledge about polynomial equations of the second degree containing closed questions and then, after each workshop, two questionnaires were applied, whose The aim was to investigate the potential of the Scratch tool, using programming logic in the learning process of the 2nd degree polynomial equation. The results obtained indicated that the use of the Scratch platform contributed to the students' understanding of the studied content, in addition to having promoted a greater protagonism of the students in their developed activities. The quiz approach, involving indigenous cultural aspects, provided a significant representativeness. Additionally, the programming language used in Scratch promoted the development of computational thinking. Based on the results, it can be concluded that the use of the Scratch platform, combined with a culturally contextualized approach, can be an effective strategy for teaching second degree polynomial equations, favoring students' understanding and engagement. These results reinforce the importance of technology integration in the educational context and show the benefits of Computational Thinking as a fundamental skill to be developed in students.