Behind photographs and images: reflections on the use of technologies in light of the implications of the hidden curriculum

Abstract

For many reasons, during the scholar period many students lose their critical sense and their questioning power, accepting everything that is presented to them. It wouldn't be different about the contentsdeveloped in math classes. The students aren't motivated to ask the presence and the importance of math in their lives, seeing it as a set of rules and techniques to operate. Considering this problem, in a Math's subproject from PIBID, an intervention based on usage of apps developedfrom WolframMathematica software, was proposed; wich enables the conversion and treatment of images in matrices and vice versa. The didactic sequence elaborated for this, sought to encourage the students to realize that math can be present in daily activities, such as, the simple act of photographing objects or people through the cell phone, besides enable the dynamic visualization of the concepts involved in this act. Based on the implications of the hidden curriculum(or implicitcurriculum) for the human development of students, on this article, from episodes happened during the intervention, the potentiality of the activities was analyzed. Previously, can be affirmed that there are indications that besides facilitating the visualization of the relation between images and matrices, the intervention also made possible changes in the the hidden curriculum transmitted to the students, contribuing to develop a critical sense, independence and the capability to socialize