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Ensino de matemática e língua portuguesa no 1º ano do ensino fundamental: uma experiência interdisciplinar de letramento por meio de cantigas de roda
(Universidade Federal do Pará, 2024-05-22) MELO, Deymissa Sousa de; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
This study aimed to analyze the development of an interdisciplinary practice, involving mathematics teaching and Portuguese language teaching in a 1st year elementary school class, with the textual genre cantiga de roda as an integrating axis. This is a research into the practice itself, with qualitative research methodology, although it presents quantitative data with the aim of validating the research observations. Its theoretical framework was studies on literacy and the use of literary texts in mathematics classes. The research took place in 2022, in a 1st year elementary school class at an urban school located in the southeast of Pará, in the city of Parauapebas. The instruments used in the research were the diagnoses carried out by the class: initial, procedural and learning verification diagnosis, the research teacher's field diary, records in students' notebooks, as well as activities, photo records, videos and the transcriptions of the class audios recorded during the observation. The results show that the students were able to develop the Portuguese language and mathematics skills expected for the 1st year of elementary school, as foreseen in the National Common Curricular Base, based on the work developed with the textual genre cantiga de roda. It was found that listening to students and validating their opinions and resolution methods, based on field records, allows for greater interaction in classes and, with this, the development of new methods of solving a problem or challenge presented. It is understood that the teacher needs to develop integrative practices, since students are able to learn multiple knowledge from different teaching areas mutually, facilitating the approximation of the knowledge brought by the school to the knowledge learned outside this context. From the results obtained, the educational product entitled: integrating Portuguese language and mathematics in the 1st cycle of literacy was generated, with the purpose of offering suggestions for literacy practices in Portuguese and mathematics, based on didactic sequences of the textual genre cantigas de wheel.