Ensino da matemática em interface com a língua materna: prática pedagógica interdisciplinar

Abstract

One of the great challenges for the teaching and learning process is to organize this process in an interdisciplinary way, avoiding, whenever necessary and possible, the fragmentation of teaching. Thinking about teaching Mathematics in an interdisciplinary way requires, first, to reflect about the formation of the teacher who teaches Mathematics in the early years of schooling and the didactic-pedagogical conditions that made possible his daily routine at school. In these terms, this article aims to analyze a pedagogical practice on the teaching of Mathematics in interface with native language, in the early years of Elementary School, developed in an interdisciplinary perspective. The context of the investigation was a class from 2nd year of Elementary School at a municipal school of São Francisco do Pará. The insertion in research space, the organization of didactic sequence and the development of practices, took place during the third two months of 2018. The research methodology is structured in a qualitative approach of participant research type, and was mainly based on the teaching of Interdisciplinary Mathematics. For the construction of information, the logbook and the record of activities performed by the students were used. The didactic sequence was organized in an interdisciplinary perspective with the text as an integrating link of proposed activities. The results showed that an interdisciplinary pedagogical practice in the teaching of Mathematics, supported by Interdisciplinary Didactic Sequence (IDS), is possible to be carried out in the context of Basic Education, especially in early years of Elementary School.